CAP 8ÂºAno

ÍNDICE
INTRODUÇÃO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
O PROJECTO PROFILE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
1. O Manual . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Comprehension File . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Interaction File . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Production File . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Ability to Learn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
1. Language Study File . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
2. Leisure File . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
3. Fact File . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
4. Project File . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
5. Self-Check File . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
2. Workbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
3. Leitura Extensiva – Betting on Friendship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
4. My English Portfolio . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
5. My Class Portfolio . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
6. CD Áudio do aluno e CD Áudio do professor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
7. DVD ....................................................................... 9
8. Transparências . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
1. PLANIFICAÇÃO DO PROCESSO DE ENSINO-APRENDIZAGEM . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Planificação a Longo Prazo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Planificação a Médio Prazo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Planificação a Curto Prazo: Aulas de Substituição . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Reloading File . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Leisure File . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Food File . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Fashion File . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Media File . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
2. CONCRETIZAÇÃO DO PROCESSO DE ENSINO-APRENDIZAGEM . . . . . . . . . . . . . . . . . . . . . . . . 29
Sugestões Metodológicas do Manual . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Actividades Complementares . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Guiões de Trabalho de Projecto . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Fichas de Exploração da Leitura Extensiva . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Fichas de Exploração do DVD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Soluções das Fichas de Exploração da Leitura Extensiva . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Soluções das Fichas de Exploração do DVD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Tapescript do DVD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Guião de Utilização das Transparências . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
CD Áudio . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
3. REGULAÇÃO DO PROCESSO DE ENSINO-APRENDIZAGEM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Testes de Avaliação . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Soluções dos testes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
MY CLASS PORTFOLIO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104

INTRODUÇÃO
O Caderno de Apoio ao Professor pretende assumir-se como uma ferramenta indispensável no dia-a-dia de pro-
gramação e concretização das aulas de língua inglesa. Deste modo, optou-se por dividir este documento em partes
distintas:
1. Planificação do processo de ensino-aprendizagem

Nesta secção, optou-se por incluir diversas planificações que pretendem dar resposta às necessidades distintas
dos professores:
• Planificação anual
A proposta de planificação anual apresentada pelo projecto Profile contém a indicação das competências/tare-
fas e conteúdos linguísticos e temáticos a desenvolver em cada unidade. As unidades encontram-se distribuí-
das no tempo, tendo-se igualmente integrado a celebração de algumas festividades, bem como o projecto de
leitura a partir da short-story Betting on Friendship.
Paralelamente, esta planificação a longo prazo enumera as estratégias, os instrumentos e o tipo de avaliação a
desenvolver ao longo do ano. Tentou-se apresentar uma proposta de planificação o mais completa possível e
adequada às orientações programáticas e ao Currículo Nacional do Ensino Básico, para que o professor a possa
utilizar, não só para planificar as suas aulas, mas também em sede de Projecto Curricular de Turma.
• Planificação a médio prazo
Optou-se por incluir um exemplo de planificação de unidade (Unidade 0), estando as restantes disponíveis online,
na Área Exclusiva do Professor, no início do ano lectivo. Nestas, para além de se descriminarem as competên-
cias dominantes a desenvolver em cada situação, as tarefas, os projectos, os conteúdos, as formas sociais de
trabalho, os materiais e a avaliação, procurou-se integrar as diversas valências do projecto, tais como: transpa-
rências, Portfolio, CDs áudio, DVD, Workbook e Leitura Extensiva.
• Planificação a curto prazo – Aulas de substituição
Em consequência das recentes alterações decorrentes da revisão do Estatuto da Carreira Docente, entre
outros, constitui um dever do professor entregar um plano de aula no Conselho Executivo sempre que pretende
faltar. Esta obrigatoriedade é, por vezes, constrangedora, face às inúmeras solicitações a que o professor tem
de responder, por um lado, e, por outro, ao desconhecimento de quem o irá substituir.
Perante estas dificuldades, o Profile apresenta propostas para dez planificações de aulas de substituição,
tendo-se optado por apresentar duas por unidade, ou seja, uma por cada área temática abordada em cada uni-
dade. Estas planificações, para além de descreverem os pressupostos (com indicação do ponto de situação da
turma) encontram-se pensadas para aulas de 90 minutos, com indicação de uma tarefa específica a desenvol-
ver e dos diversos passos para a sua concretização. Paralelamente, sempre que necessário, criaram-se duas
situações:
– Situação A – quando o professor substituto também lecciona Inglês;
– Situação B – quando o professor substituto não lecciona Inglês.
As planificações são descritivas e com a indicação de todos os passos e materiais a utilizar.
2 ©2007 PROFILE – INGLÊS – 8. o ANO

2 . Concretização do processo ensino-aprendizagem
Nesta secção, incluem-se:
• sugestões e orientações metodológicas diversas, para além das já fornecidas no Manual do Professor;
• actividades complementares;
• guiões de trabalho de projecto;
• guiões de trabalho referentes à Leitura Extensiva Betting on Friendship;
• guiões de trabalho referentes ao DVD;
• guião de utilização das transparências;
• tapescripts, quer dos CDs áudio, quer do DVD.
3. Regulação do processo ensino-aprendizagem

Esta secção contém duas ordens de documentos:
• Testes de avaliação
Inclui-se dois por unidade, sendo o teste A sempre mais fácil, isto é, destinado a alunos com adaptações curri-
culares ou currículo próprio com condições especiais de avaliação, e o teste B com exercícios com um grau de
dificuldade adequado ao nível de aprendizagem do aluno médio.
Inclui-se, também, nos testes, a componente de compreensão do oral – Listening – uma vez por período.
Nestes casos, o professor poderá ler o texto em voz alta, ou utilizar o CD do professor para o efeito.
• My Class Portfolio
Pretende ser um instrumento valioso para o professor, ajudando-o a planificar e a regular o processo de ensino-
-aprendizagem. Neste sentido, é composto por:
– uma série de grelhas de registo simples e eficazes de cada um dos documentos preenchidos pelo aluno, per-
mitindo o acesso ao retrato fiel da sua turma, sempre actualizado;
– documentos de apoio à regulação dos alunos e agilização de processos;
– grelha de controlo dos trabalhos de projecto;
– grelha de observação periódica por competências transversais e específicas;
– matriz base para os testes de avaliação;
– grelha de correcção de testes de avaliação;
– gráfico de resultados obtidos.
Tendo em conta a complexidade de todo o processo de ensino e aprendizagem, esperamos que o professor
encontre neste Caderno de Apoio um verdadeiro suporte para a sua prática lectiva.
As autoras
©2007 PROFILE – INGLÊS – 8. o ANO 3

O PROJECTO PROFILE
1. Manual
O Profile é composto por cinco Files (unidades) incidentes sobre temáticas específicas – férias e regresso às
aulas; tempos livres e novas tecnologias; hábitos alimentares; moda e mass media. O primeiro File – Reloading File
– tal como o próprio nome indica, visa (re)ambientar o aluno no processo de aprendizagem da língua inglesa, servin-
do, igualmente, para fazer o diagnóstico da turma nos diversos domínios. Nesta medida, optou-se por lhe dar a
designação de 0.
Cada File, por sua vez, encontra-se organizado por competências.
Comprehension File
Integra uma multiplicidade de tipologias de textos autênticos, provenientes de fontes diversificadas e de diferen-
tes universos de expressão inglesa, com temáticas actuais, adequadas ao Programa, aos interesses dos vários tipos
de alunos e ao seu nível etário.
Nesta medida, esta abordagem pedagógica integra sempre três momentos:
• Preparação, isto é, actividades de pre-reading ou pre-listening, que permitem aos alunos mobilizar as compe-
tências e conhecimentos prévios ao nível cognitivo, linguístico, discursivo e sociocultural, pertinentes para a
tarefa a realizar.
• Desenvolvimento, isto é, actividades de reading ou listening, que permitem a utilização contextualizada das
competências e dos conhecimentos activados previamente.
• Avaliação, isto é, actividades de post-reading ou post-listening, que permitem a regulação dos processos de
interpretação de texto.
Interaction File
A especificidade da competência de interacção foi, durante muito tempo, ignorada no contexto do ensino/apren-
dizagem da Língua Estrangeira. Interagir verbalmente com o outro pressupõe conhecer e respeitar regras básicas de
comunicação, por vezes comuns às da língua materna, mas condicionadas pela especificidade das características dis-
cursivas, bem como pelas convenções socioculturais da língua em estudo. Neste âmbito, esta competência assume
particular relevo, dado que o discurso que se produz em interacção decorre de uma co-construção de parceiros em
comunicação, cujo sucesso depende da sua capacidade de cooperação, assente em valores como partilha e negocia-
ção (conversas, entrevistas, role plays, cartas, postais, e-mails, bilhetes, formulários, entre outros).
Production File
O Profile introduz as actividades de escrita e de fala de forma gradual e contextualizada, procurando que o aluno
desenvolva a competência de produzir (escrever/falar) correcta e adequadamente, em paralelo com a competência de
compreender (ouvir/ver/ler). Promove, desta forma, a par de uma progressão integrada das competências, uma pedago-
gia da escrita e da fala, através da qual o aluno desenvolverá estratégias pessoais de comunicação que lhes permitirão
produzir textos adequados. As actividades de revisão e avaliação são, assim, essenciais para o desenvolvimento desta

competência, exigindo uma releitura e uma avaliação em função da situação e da coerência/coesão semântica e
linguística. Esta fase é realizada individualmente ou em grupo, com a ajuda de grelhas e de pistas constantes no
My English Portfolio, sob a supervisão do professor.
Ability to Learn
1. Language Study File
Esta rubrica tem como finalidade levar o aprendente a tomar consciência de que a língua é um conjunto estrutu-
rado com vários planos interdependentes: intenções de comunicação, marcas morfológicas e sintácticas e léxico,
entre outros, pelo que o Language Study File integra:
• A gramática, orientada para auxiliar o aluno a comunicar em inglês, quer oralmente, quer por escrito, sendo
desenvolvida em diversas etapas:
a) Etapa de observação e sensibilização, em que o aluno toma contacto com a estrutura em contexto.
b) Etapa de treino e formulação de regras provisórias, em que o aluno é levado a aperceber-se, através de
exercícios sistemáticos, dos usos da estrutura em análise.
c) Etapa de estruturação, em que, através da criação de momentos de reflexão propiciadores de hábitos de
análise do funcionamento da língua, o aluno toma consciência da regra.
d) Etapa da síntese/avaliação, em que o aluno é levado a integrar a estrutura em actividades de gramática e
de produção.
Paralelamente à aplicação da denominada pedagogia da descoberta, o Profile pretende, ainda, fomentar hábitos
de consulta de gramáticas, através de remissões constantes para o Grammar File que surge no Portfolio.
• O vocabulário, componente fundamental na aprendizagem de uma língua, na medida em que a sua aquisição
e memorização condiciona, de alguma forma, o sucesso da comunicação. Para que o aluno compreenda que as
palavras não aparecem isoladas, o Profile apresenta o vocabulário novo em núcleos contextualizados, que vão
sendo progressivamente alargados. Desta forma, recorre-se a várias técnicas para transmitir o significado das
palavras novas:
• Clarificação do significado através de imagens e de desenhos do próprio objecto.
• Sinonímia e antonímia.
• Definição simples.
• Tradução.
• As funções da linguagem, que se inserem em situações de comunicação, privilegiando-se a interacção, de
forma a desenvolver no aluno uma competência pragmática em Língua Estrangeira. A progressão na aprendiza-
gem do Inglês organiza-se, assim, no sentido de construir uma competência discursiva elementar, articulando
as funções da linguagem com os vários géneros textuais.
2. Leisure File
Trata-se de uma rubrica com uma dupla finalidade. Por um lado, pretende tornar o processo de aprendizagem da
Língua Inglesa mais motivante e, por outro, pretende, de forma lúdica, actuar em áreas consideradas importantes no
processo de ensino-aprendizagem, como por exemplo:
• A articulação dos saberes de forma autónoma.
• O reforço da atenção/concentração.
• A promoção de actividades de pesquisa, entre outras.
No final de cada unidade, surge sempre um jogo, “The Strongest Group”, que tem como objectivo levar o aluno a
reflectir sobre a sua aprendizagem e a preparar-se para os testes.

3. Fact File
O ensino da língua não pode ser dissociado dos aspectos socioculturais que Leisure activities in the UK and in the USA
1. How do British people spend their free time?
caracterizam e organizam qualquer situação de comunicação. Nesta medida, o In Britain people enjoy various indoor and outdoor activities. According to a recent
Eurostat survey, the EU statistical office, these are their most popular leisure activities:
Profile inclui pequenos Fact Files sobre aspectos socioculturais relevantes para
a temática em estudo, sendo estes apresentados de forma simples e agradável,
Other popular leisure activities are listening to the radio, listening to pre-recorded
seguidos de uma pequena actividade lúdica. music, reading, DIY (Do It Yourself), gardening, eating out and going to the cinema.
2. What sports are done in England?

Sport plays an important part in the life of the English and is a popular leisure activity.
Many of the world’s famous sports began in England, including cricket, football, tennis
and rugby. Football is the most popular sport. Some of England’s football teams are
world famous, the most famous being Manchester United, Arsenal, Liverpool and more
recently, Chelsea.
No desenvolvimento desta competência específica, saber aprender, o

Profile apresenta uma série de recursos que pretendem contribuir para que o • Cricket is England’s national
sport. It is played on village greens
• The world’s most famous tennis
tournament is Wimbledon. It is
• Netball is the largest female team
sport in England. The sport is played
on Sundays from April to August. traditional for visitors to eat almost exclusively by women and
aluno desenvolva estratégias de:

strawberries and cream while they girls, although male participation has
watch the tennis match. increased in recent years.
• Scotland is traditionally regarded as

the home of golf. There are over • Horse racing is a ver y popular • Polo was brought to Britain from
400 golf courses in Scotland alone. sport with races being held every India in the 19th century by army
day throughout the year. officers. It is the fastest ball sport
in the world.
• In the 19th century, students at Oxford and

Cambridge, Britain’s two oldest universities,
agreed to hold a race against each other for
the first time on the Thames River: the
University Boat Race. The Oxford boat won
and a tradition was born.
• Badminton was named after the
Duke of Beaufort’s country home,
Badminton House, where the sport
was first played in the 19th century. in www.woodlands-junior-kent.sch.uk (abridged and adapted)
fifty-seven | 57
• Organização do seu processo de aprendizagem

a) Selecção de metas e técnicas de estudo.
b) Gestão do tempo. My English Portfolio
c) Planos individuais de trabalho.
d) Tomada de notas.
e) Preenchimento de tabelas e gráficos.
Manual/Workbook
f) Utilização autónoma de recursos diversos.
g) Listagem de palavras. My English Portfolio
• Mobilização de estratégias de superação de dificuldades

a) Técnicas de atenção/concentração.
b) Treino de estratégias que contribuam para a compreensão/memorização. Manual/Workbook/Portfolio
c) Identificação de prioridades e dificuldades no uso da língua.
• Utilização de estratégias de apropriação do sistema da língua inglesa

Análise e inferência de princípios que regem a organização e a utilização da Manual: Language Study File
língua inglesa. Portfolio: Grammar File
• Avaliação do processo de aprendizagem

a) Identificação de estilos de aprendizagem.
Portfolio: Learning File e
b) Verificação da adequação das estratégias utilizadas.
My Mistakes File
c) Concepção do erro como fonte de aprendizagem e progresso.
• Adopção de estratégias promotoras de interacção

a) Respeito pelas regras de interacção social.
b) Assumpção de diferentes papéis (no par, no grupo, na turma, na escola).
c) Cooperação na avaliação de necessidades, preferências e/ou estratégias
Manual: Project File
para a execução da(s) tarefa(s).
Portfolio: Learning File
d) Responsabilização pela(s) actividade(s) que lhe cabe(m).
e) Corresponsabilização pelos resultados globais da(s) tarefa(s).
f) Aceitação das opiniões e juízos de valor diversificados.

4. Project File 1
LEISURE FILE
O Profile, no final de cada unidade, propõe a realização de um projecto Ability to Learn

Project File
capaz de mobilizar todas as aprendizagens efectuadas, pelo que a proposta ARE YOU A NEW
TECHNOLO GIES FAN?
efectuada é dinâmica e adequada a cada aluno. São apresentadas três pro-

Yes
No
postas, num fluxograma de decisão, cabendo ao aluno, com o auxílio do pro- ARE YOU A COMPUTER
EXPERT?
Yes WOULD YOU LIKE TO
KNOW MORE ABOUT
YOUR CLASS?
No
fessor, a escolha do projecto que melhor se adequa ao seu perfil, a partir das · Make a chart about your
class leisure activities. · Your own
· Illustrate it and write a text suggestion
decisões tomadas nos diversos patamares do fluxograma. Paralelamente, about it.

· Stick it in the English
Corner.
existe, ainda, uma quarta possibilidade, “Your own suggestion“, em que o Group:
______________________
______________________
Group:
______________________
______________________
Yes No ______________________
______________________
aluno poderá construir o seu próprio guião de trabalho de projecto. · Click on Internet Explorer. · Make a leaflet with the basic
· Write www.google.com. rules for the use of chat
· Write the name of your
Os projectos A e B são pensados para alunos com um bom desempenho favourite sportsperson and
take some notes about
his/her Web page
organisation.
rooms and mobile phones.
linguístico e cujo percurso de aprendizagem caminha no sentido da autonomia. · Go to www. sapo.pt and · Illustrate the leaflet.
create a Web page about · Stick it in the English
O projecto C é menos ambicioso, mas igualmente integrador. De qualquer him/her.
Corner.
· Hand out some copies at
your school. • Ask you
further
r Projec
t tea
informatio cher for
n and hel
forma, dado que as preferências dos alunos, em termos dos seus interesses, Group:
______________________
______________________
Group:
______________________
• To plan
project
and eva
lua
see you te your
r Portfo
lio.
p.
______________________
______________________
condicionam as suas escolhas, será interessante a formação heterogénea dos ______________________
grupos e a observação da dinâmica a empreender. fifty-nine | 59
Após a tomada de decisão, alunos e professor podem escrever os nomes

dos elementos de cada grupo neste File. A planificação de cada projecto e respectiva grelha de avaliação encontra-se
no My English Portfolio e no My Class Portfolio para alunos e professor, respectivamente.
5. Self-Check File
Surge no final de cada unidade, oferecendo um conjunto de exercícios incidentes sobre Language Study que o
aluno pode realizar de forma autónoma, a fim de tomar consciência das componentes que ainda precisa de melhorar.
Neste âmbito, atribui-se uma cotação a cada questão, sendo o score final indicador da situação do aluno, em termos
de Language Study.
2. Workbook
O Workbook visa consolidar os conhecimentos dos alunos acerca da Língua Inglesa e, simultaneamente, desenvolver
a sua autonomia enquanto aprendentes.
As actividades propostas estão directamente ligadas aos cinco Files que estruturam o Manual, sendo a abordagem
preconizada dirigida para a resolução de dificuldades de aprendizagem. Por outras palavras, procura-se, através da apre-
sentação de diversos Improving Files, responder a problemas de aprendizagem, tanto ao nível do saber, como do saber-
-fazer comunicativo e estratégico.
Desta forma, no final de cada tarefa e unidade, o aluno é levado a reflectir, no Portfolio, sobre as suas dificuldades,
optando pelo Improving File do Workbook condizente. As actividades, por sua vez, encontram-se estruturadas em dois
níveis de dificuldade. Esta gestão favorece práticas de pedagogia diferenciada e assenta na negociação das tarefas,
estando a orientação do professor subordinada às necessidades efectivas dos alunos, ajudando-os a seleccionar, entre os
diversos Improving Files, o que melhor se lhe adequa para a consolidação das aprendizagens.
3. Leitura Extensiva – Betting on Friendship

O Profile propõe a realização de um reading project a partir da leitura da short story, que incidirá essencialmente
sobre a temática abordada no leisure file, podendo o professor optar por seleccionar as actividades mais pertinentes
nesta unidades e explorá-la a partir da Leitura Extensiva. Para o ajudar nessa tarefa, Profile propõe guiões de traba-
lho de exploração da Leitura Extensiva, adequados às necessidades e interesses dos alunos.

4. My English Portfolio
Para que o aluno desenvolva hábitos de intervenção consciente no seu processo de aprendizagem, designada-
mente estratégias pessoais de auto-avaliação, o Profile concebeu o My English Portfolio, que aposta na promoção da
autonomização do aluno como condição indispensável para a obtenção de sucesso nas suas aprendizagens linguísticas.
Trata-se de um dispositivo formador que, ao levar o aluno a uma reflexão sistemática sobre o seu percurso de apren-
dizagem, lhe permite:
• Registar as suas experiências de âmbito linguístico mais relevantes, vividas em contexto escolar ou fora dele.
• Planificar o seu estudo e modos de aprendizagem.
• Descobrir potencialidades e fragilidades e aprender a superá-las.
• Auto-analisar criticamente o seu nível de desempenho linguístico e estabelecer novas metas de aprendizagem.
• Seleccionar diversos trabalhos representativos do seu percurso de aprendizagem.
Neste âmbito, o My English Portfolio encontra-se, também, dividido em Files:
Secções Indicações
Itens que o aluno deve preencher no início do ano e que servirão de base para a análise do
Passport File perfil da turma, a ser utilizado para a construção do Projecto Curricular de Turma.
Learning File Itens que o aluno deve preencher ao longo da abordagem das diferentes unidades.
Saved Files: Trabalhos seleccionados pelo aluno com o auxílio do professor. O número de
Portrait File trabalhos deve ser alvo de negociação entre o professor e os alunos.
Deleted Files: Trabalhos que o aluno não considera representativos do seu desempenho.
File que integra pelo menos dois jogos por unidade, tendo estes a função de aprofundar
conhecimentos culturais, linguísticos e/ou cívicos acerca das temáticas abordadas. Desta
Fun File
forma, os alunos poderão aprender brincando, de forma autónoma ou na aula, consoante a
indicação do professor.
Separata que procura dar resposta às necessidades do aluno, em termos de funcionamento da

língua. Nesta medida, encontra-se dividido em:
• Grammar File que visa:
• Apoiar e esclarecer as dúvidas do aluno acerca do funcionamento da língua.
• Permitir a descodificação da linguagem gramatical e favorecer a aplicação ou a transpo-
sição das estruturas em situações de comunicação.
Language File • Vocabulary File, em que os alunos são levados a pesquisar, no Manual, dicionário ou
outros recursos, o significado dos vocábulos que se encontram agrupados por temáticas,
construindo o seu glossário.
O Vocabulary File tem como propósito ajudar os alunos a:
• Organizar o seu vocabulário em contextos significativos.
• Praticar, aprender e memorizar o vocabulário.
• Utilizar dicionários.
• File que permite que os erros cometidos pelo aluno, ao longo da unidade, sejam utilizados
como fonte de aprendizagem, levando-o a reflectir sobre as suas produções e a desenvolver
My Mistakes File
a capacidade de correcção, na crença de que uma correcta pedagogia do erro constitui um
importante contributo para reduzir os possíveis factores de inibição dos aprendentes.

5. Caderno de Apoio ao Professor (Ver introdução).
6. CD Áudio do aluno e CD Áudio do professor

Deste projecto fazem parte dois CDs áudio, um para o aluno e outro para o professor. Foram incluídos, nestes
CDs, todo o material auditivo para exercícios de Listening, assim como outros materiais que se consideram úteis, pro-
movendo, por um lado, a autonomia do aluno na sua aprendizagem da língua inglesa e, por outro, tornando a leitura
dos textos mais motivante com este complemento auditivo.
O CD Áudio do professor inclui uma selecção dos materiais áudio utilizados no Manual para a realização de acti-
vidades de Listening, uma selecção de textos do Manual e os textos para realizar os testes de Listening.
Do CD Áudio do aluno consta apenas uma selecção mais restrita desses mesmos materiais, que o aluno poderá
utilizar para desenvolvimento das suas competências num crescendo de autonomia, e a leitura integral da obra de
Leitura Extensiva.
7. DVD
Composto por três episódios da série That’s Me e dois da série Eat it, estes cinco episódios descrevem o dia-a-
-dia de três jovens adolescentes que vivem em três regiões diferentes do Reino Unido: o Graham (que habita na Escó-
cia), a Naela (que habita em Bristol, na Inglaterra) e o Róisin (que habita na Irlanda).
Com durações entre os 3 e os 10 minutos, estes episódios vão ao encontro dos temas do Programa, constituindo-
-se como uma excelente ferramenta no ensino da língua inglesa. Poderão ser acompanhados pelas sugestões de
exploração que constam neste Caderno de Apoio ao Professor.
8. Transparências
O projecto inclui dez transparências, como material complementar, que permitirá abordagens temáticas mais
diversificadas e motivantes. As sugestões de exploração deste material também se encontram neste Caderno de
Apoio ao Professor.

1. PLANIFICAÇÃO DO PROCESSO DE ENSINO-APRENDIZAGEM
Escola ___________________________________________________ Ano Lectivo ___________
PLANIFICAÇÃO A LONGO PRAZO
Inglês Profile 8.o Ano – Nível 4
Competências específicas de comunicação

Compreender
OUVIR/VER LER
1. Identificação de uma acção/tarefa a realizar a partir das respectivas instruções de execução (actividade escolar, utilização
de um objecto, realização de um percurso, receita culinária).
2. Identificação de informações em função de um objectivo 2. Identificação de informações em função de um objectivo

preciso, a partir de textos informativos (aviso, anúncio publi- preciso, a partir de textos informativos (cartaz, aviso, anún-
citário, notícia, programa, informação meteorológica, em cio publicitário, programa, guia, mapa, artigo de dicionário,
gravação áudio ou vídeo). enciclopédia, lista telefónica, boletim meteorológico, emba-
lagem, etiqueta, bilhete de transporte...).
3. Identificação de informações em função de um objectivo 3. Identificação de uma personagem, objecto, lugar, a partir
preciso, a partir de diálogos usuais na vida quotidiana. da sua descrição (ficha biográfica de uma personagem, guia
turístico, catálogo).
4. Identificação de informações em mensagens telefónicas 4. Identificação, num texto narrativo, de sequências de acon-
curtas. tecimentos, de personagens e lugares (e suas característi-
cas) e de momentos.
5. Identificação de uma personagem, objecto e lugar, a partir 5. Identificação de mensagens em textos de relação pessoal
da sua descrição (apresentação de uma personagem, e interpessoal (carta, fax, correio electrónico).
região/cidade/paisagem, objecto, em gravação áudio ou
vídeo).
6. Identificação, numa narrativa transmitida oralmente, de 6. Estabelecimento de relações som-sentido em textos poéticos.
sequências de acontecimentos, de personagens e lugares e
suas características e de momentos.
7. Identificação de traços característicos da sociedade e da cultura das comunidades que usam a língua inglesa.
8. Estabelecimento de relações de afinidades/diferenças entre a cultura de origem e a cultura inglesa.

Interagir
OUVIR/FALAR
1. Participação em conversas sobre assuntos do quotidiano e da actualidade.

2. Participação em conversas no contexto das actividades da aula.
3. Auto-apresentação e apresentação de pessoas a partir de tópicos (elementos de identificação, situação familiar, caracte-
rísticas pessoais, gostos, hábitos) e/ou de elementos linguísticos.
4. Conversa telefónica e entrevista a partir de tópicos e/ou de elementos linguísticos.
5. Adequação de comportamentos comunicativos, tendo em conta:
• os traços característicos da sociedade e da cultura das comunidades que usam a língua inglesa;
• afinidades/diferenças entre a cultura de origem e a cultura inglesa.
LER/ESCREVER
1. Resposta a inquéritos sobre a vida quotidiana.

2. Recepção/Produção de mensagens em situações de relação interpessoal e social: carta, postal, bilhete (recado, instru-
ção, aviso, saudação…), convite, utilizando canais diversificados.
3. Preenchimento de formulários (ficha de identificação, de inscrição, de leitura…).
4. Adequação de comportamentos comunicativos tendo em conta:
Produzir
FALAR/PRODUZIR
1. Relato de episódios/acontecimentos da vida quotidiana.

2. Descrição, com o objectivo de dar a conhecer, de objectos, lugares e personagens.
3. Reprodução/Recriação de textos poéticos, lengalengas, adivinhas, provérbios, anedotas e canções.
4. Adequação de comportamentos comunicativos tendo em conta:
ESCREVER/PRODUZIR
1. Narração de episódios/acontecimentos da vida quotidiana (página de diário, textos biográficos, notícias de jornal...).
2. Descrição, com o objectivo de dar a conhecer, de objectos, lugares e personagens.
3. Registo estruturado de informações recolhidas em fontes diversas.
4. Criação de textos com características poéticas a partir de suportes vários.
5. Adequação de comportaentos comunicativos tendo em conta:

Saber Aprender
1. Participar de forma consciente na construção de uma competência plurilingue e pluricultural:

1.1. Adoptar uma atitude de abertura e tolerância face à língua e cultura inglesas.
1.2. Estabelecer relações de afinidade/contraste entre a língua materna e a língua inglesa.
2. Utilizar estratégias de apropriação da língua estrangeira enquanto instrumento de comunicação:
2.1. Relacionar sentidos e intenções em situações de comunicação em que foram produzidos.
2.2. Reconhecer índices contextuais que permitam a dedução de sentidos.
2.3. Seleccionar, no reportório disponível, recursos que permitam produzir textos adequados às situações comunicativas.
2.4. Utilizar meios de compensação de insuficiências no uso da língua: gestos, definições, perífrases, paráfrases, etc.
2.5. Gerir a tomada de palavra em situações de interacção verbal, tendo em vista a eficiência da comunicação.
2.6. Avaliar a justeza dos processos utilizados.
3. Utilizar estratégias de apropriação do sistema da língua estrangeira:
3.1. Analisar e inferir princípios que regem a organização e a utilização da língua, de modo a favorecer a integração dos
conhecimentos novos num quadro estruturado que, progressivamente, se vá enriquecendo.
3.2. Estabelecer relações de afinidade/contraste entre os sistemas da língua materna e da língua estrangeira.
4. Adoptar estratégias e procedimentos adequados às necessidades de aprendizagem:
4.1. Identificar as finalidades das tarefas a executar.
4.2. Planificar actividades.
4.3. Seleccionar, de entre os auxiliares de aprendizagem, os mais adequados.
4.4. Identificar dúvidas e dificuldades.
4.5. Auto-regular os desempenhos exigidos em cada tarefa.
4.6. Gerir adequadamente o tempo na realização das tarefas.
4.7. Tomar decisões/iniciativas, com base em critérios preestabelecidos, no sentido de uma participação adequada em
actos comunicativos, projectos de trabalho, processos de aprendizagem, etc.
4.8. Organizar e utilizar materiais num processo de trabalho autónomo.
4.9. Mobilizar, de entre os recursos disponíveis, aqueles que, num determinado contexto, permitem a resolução de pro-
blemas de comunicação imprevistos e a adaptação a situações novas.
4.10. Explorar as oportunidades de relação interactiva, na sala de aula, para praticar a interacção verbal.
4.11. Cooperar, de forma produtiva, na realização de tarefas em grupo.
4.12. Contribuir para a criação, na sala de aula, de um clima de trabalho favorável: organizar o espaço de forma funcional;
organizar os materiais de trabalho; gerir, de forma equilibrada, os ritmos de trabalho; garantir a qualidade estética
do ambiente nos planos visual e sonoro; garantir a segurança e a higiene do espaço e dos equipamentos.

CONTEÚDOS TEMPO
UNIDADES COMPETÊNCIAS 1. P
O
2.O P 3.O P
DIDÁCTICAS ESPECÍFICAS TEMÁTICOS LINGUÍSTICOS 39 34 33
aulas aulas aulas
0. Reloading File Compreender: – Férias de Verão: – Narração das férias
Ouvir: 6 / 7 / 8 – Regresso à escola: de Verão: tipos de
TAREFAS Ler: 1 / 3 / 4 / 7 / 8 opiniões sobre o férias, actividades
– Relato de umas Interagir: regresso à escola, – Regresso à escola 8
férias Ouvir/Falar: 1 / 2 resoluções para o – Past Simple +
– Dear Me Ler/Escrever: 2 / 3 / 4 novo ano escolar – Possessive 2
Produzir: determiners
Escrever: 1 / 2 / 3 – Possessive pronouns
Saber Aprender: – Verbs + Infinitive
1/2/3/4 with “to”
Fact File: Where do British people go on holiday?
1. Leisure File Compreender: – Actividades de tem- – Actividades de tem-
Ouvir: 1 / 3 / 6 pos livres pos livres: indoors /
TAREFAS Ler: 1 / 3 / 4 / 5 / 7 / 8 – Novas tecnologias: outdoors
– Sporting events Interagir: telemóveis, chat – Novas tecnologias:
calendar Ouvir/Falar: 1 / 3 / 5 rooms vantagens / desvanta-
– Debate: Can chat Ler/Escrever: 2 gens, equipamentos 12
rooms be dangerous? Produzir: – Reflexive pronouns +
Falar/Produzir: 2 / 4 –Verbs + ing form 2
Escrever/Produzir: 2 – Ing form as a noun
Saber aprender: 1 / – Present Simple /
2/3/4 Present Continuous
– Used to
– Modal verbs
Fact File: Leisure activities in the UK and in the USA
Thanksgiving Day Compreender: – Origem / História – Vocabulário específico
2/7 do Thanksgiving Day
2
Produzir: 2 / 3 / 4 – Canção e sugestão
de filmes
2. Food File Compreender: – Comida e refeições – Refeições Britânicas

Ouvir: 1 / 3 / 6 / 7 / 8 – Locais onde comer – British eating
TAREFAS Ler: 4 / 7 / 8 – Comer fora places
– Role-play Interagir: – Os almoços na escola – School dinner /
– Class recipe book Ouvir/Falar: 1 / 5 packed lunch
(Esta unidade deve ape- Ler/Escrever: 2 – Receitas (ingredien-
nas ser terminada no Produzir: tes, quantidades e
2.o período, pelo que se Falar/Produzir: 1 utensílios) 7 8
sugere que a prepara- Escrever/Produzir: 2 – Menus + +
ção do class recipe Saber aprender: – 1st and 2nd Condi- 2 2
book seja TPC de 1/2/3/4 tionals
férias.) – Relative pronouns
– Quantifiers
– Comparative and
superlative of
adjectives
– Imperative
Fact File: Pubs

CONTEÚDOS TEMPO
UNIDADES COMPETÊNCIAS 1. P
O
2.O P 3.O P
DIDÁCTICAS ESPECÍFICAS TEMÁTICOS LINGUÍSTICOS 39 34 33
aulas aulas aulas
3. Fashion File Compreender: – Vítimas da moda – Moda: roupas, aces-
Ouvir: 2 / 6 – Um dia na vida de sórios, marcas
TAREFAS Ler: 2 / 3 / 4 / 7 / 8 um profissional de – Profissões relacio-
– Entrevista Interagir: moda nadas com a moda
16
– Opinião: Tattooing Ouvir/Falar: 1 / 4 / 5 – Entrevista a um pro- – Past Continuous
+
in Portugal Ler/Escrever: 2 / 4 fissional de moda – Reported speech
2
Produzir: – Tatuagens – Present Perfect
Falar: 2 / 4 – Connectors
Saber aprender: – Singular or plural
1/2/3/4 – Adverbs
Fact File: Where to buy in London
Shrove Tuesday Compreender: 2 / 7 – Tradições – Vocabulário

Pancake Day Produzir: 2 / 3 / 4 – Projectos: cooking específico
pancakes, pancake 6
races, poems songs,
pancake football match
Leitura extensiva Compreender:

Ler: 1 / 2 / 3 / 4 / 7 / 8
10
Produzir:
Betting on Friendship +
Escrever: 1 / 2 / 3 / 5 2
Saber aprender : 1 /
2/3/4
4. Media File Compreender: – Dependência da – Mass media:

Ouvir: 1 / 3 televisão programas e canais
– Televisão: televisivos, imprensa
TAREFAS Ler: 1 / 2 / 4 / 7 / 8
benefícios e efeitos britânica, rádio
– Painel Interagir: secundários – Adjectives + 18
– Anúncio de rádio Ouvir/Falar: 1 / 2 / 5 – A Imprensa britânica Prepositions +
– Notícia Produzir: e americana – Verbs + Prepositions 3
Falar: 2 / 4 – Notícias – Passive voice
Escrever/Produzir: 1 – A importância da – Word formation
Saber aprender: rádio na vida das – Compounds
famílias
1/2/3/4
Fact File: TV and radio in the UK and in the USA

Situações de aprendizagem
Formas Sociais
Actividades Recursos
de Trabalho
• Diálogo professor/aluno e aluno/aluno; • Individual; • Manual;
• Leitura silenciosa, modelo, expressiva e dramatizada; • Pares; • Workbook;
• Audição de textos diversificados; • Pequeno grupo; • My English Portfolio;
• Interpretação de textos; • Transparências;
• Plenário.
• Exercícios de selecção e de completação; • CD áudio;
• Elaboração de esquemas sobre os textos; • DVD;
• Descrição de imagens; • Leitura Extensiva Betting on
• Dramatização; Friendship;
• Produção de textos de tipologia diversificada; • My Class Portfolio;
• Realização de exercícios de transformação frásica; • Material escolar;
• Realização de trabalhos de projecto; • Material áudio e vídeo;
• Apresentação de trabalhos; • Dicionários e gramáticas;
• Dinamização de um atelier de Inglês; • Mapas;
• Realização de jogos didácticos; • Revistas;
• Visionamento de vídeos. • Postais, fotografias, imagens;
• Recursos disponíveis no CRE.
Avaliação
A avaliação deve mobilizar todos os intervenientes, de forma a que a articulação daí decorrente leve a uma corresponsabili-
zação do acto de aprender e de ensinar. Neste sentido, propõem-se práticas de avaliação diversificadas, susceptíveis de
serem:
• partilhadas;
•aplicadas, tendo em conta as diferentes finalidades da avaliação.
Finalidades da avaliação Instrumentos/Procedimentos

Diagnóstico
• Fazer o diagnóstico como ponto de partida. • Inquéritos de expectativas;

• Identificar interesses, conhecimentos e expectativas • Brainstorming.
dos alunos face a um assunto.
• Exercer uma função reguladora do processo de ensino e • Ficha de avaliação formativa de conhecimentos e de
aprendizagem. competências;
• Fornecer informações sobre a aprendizagem. • Grelhas de observação de desempenho dos alunos;
• Desenvolver competências de organização do conheci- • Trabalhos de casa;
Formativa
mento. • Trabalhos de projecto;

• Desenvolver hábitos de trabalho e procedimentos de • Produção de textos;
pesquisa. • Organização do glossário;
• Organizar as aprendizagens. • My English Portfolio.
• Acompanhar o desenvolvimento dos processos de for-
mação escolar.
Sumativa
• Fazer o balanço das aprendizagens, para situar e classi- • Fichas de avaliação sumativa;
ficar os alunos. • Grelhas de avaliação de competências.
• Desenvolver competências de auto-avaliação. • Fichas de auto-avaliação de conhecimentos;

Auto-avaliação
• Grelha de auto-avaliação de competências;

• Grelhas de auto-avaliação de trabalho de grupo;
• Grelhas de auto-avaliação de unidade;
• My English Portfolio.

16
ESCOLA ______________________________________________________
Ano Lectivo _______ / _______ – INGLÊS – 8.o Ano, Nível 4
©2007
PLANIFICAÇÃO DA UNIDADE DIDÁCTICA 0 – Reloading File
N.o de Aulas Previstas: 8 Manual: Profile Professor: __________________
Tarefas Principais: Férias de Verão / Dear Me
CONTEÚDOS SITUAÇÕES DE APRENDIZAGEM

COMPETÊNCIAS INSTRUMENTOS
COMUNICAÇÃO TEMÁTICOS LINGUÍSTICOS ACTIVIDADES FST RECURSOS DE AVALIAÇÃO
Interacção – Tipos de – Espécies 1. Warming-up: Plenário Panfletos de – Observação

Ouvir/Falar férias marinhas a) Conversa com os alunos a propósito de panfletos de via- viagens directa
– Destinos gens pp. 12-13 – Trabalhos de
PROFILE – INGLÊS – 8. o ANO

– Determinantes /
– Actividades b) Brainstorming sobre o tema férias casa
Pronomes pos-
c) Estabelecimento dos objectivos da unidade e negociação – Self-Check
sessivos
de tarefas – Grelha de avali-
d) Correspondência entre perfis de personagens fictícias e ação de Unidade
tipos de férias que melhor se adequam – Portfolio
e) Quiz: What type of holiday best suits your personality? – Teste de
Compreensão 2. Compreensão Plenário avaliação
Ver/Ler a) Motivação
– Comentar as imagens
– Responder a questões sobre as imagens
b) Leitura de pequenos textos Individual pp.14-15
c) Exercícios de Compreensão:
– Completação de diagramas
– Verdadeiro ou falso
Saber Aprender 3. Funcionamento da Língua Individual pp. 16-17
a) Exploração de vocabulário
b) Pergunta/Resposta a partir da actividade A
c) Registo e sistematização
d) Exercício de selecção
e) Exercícios de completação
COMPETÊNCIAS
COMUNICAÇÃO TEMÁTICOS LINGUÍSTICOS ACTIVIDADES FST RECURSOS
Compreender – O estado 4. Compreensão Plenário p. 18

Ver/Ler do tempo a) Conversa sobre férias, férias de sonho, factores que con-
tribuem para o seu sucesso
b) Audição de um texto
c) Preenchimento de espaços
d) Ordenação da sequência de eventos
Saber Aprender – Descrição do 5. Funcionamento da Língua Individual pp. 19-21
estado do tempo a) Exploração de vocabulário
– Past Simple b) Preenchimento de uma tabela
d) Preenchimento de espaços
e) Construção de frases
Interagir 6. Interacção: diálogos entre pares sobre as férias Pares p. 22
Produzir 7. Produção Individual p. 23
Falar/Escrever a) Produção de um texto guiado: Summer holidays
b) Avaliação da tarefa
c) Selecção dos Improving Files do Workbook
– Where do 8. Interculturalidade Pares pp. 29-30
©2007
British people a) Leitura do Fact File
go on b) Identificação dos 10 destinos de férias mais procurados
holiday? pelos Britânicos.

17
18
COMPETÊNCIAS
COMUNICAÇÃO FST RECURSOS
©2007
TEMÁTICOS LINGUÍSTICOS ACTIVIDADES
Compreender – Back to 09. Compreensão Plenário pp. 23-25

Ver/Ler school a) Questionário sobre a turma
– Making b) Preenchimento de um formulário sobre a escola
plans c) Leitura de opiniões: Back to school
– School d) Completação de tabelas
resolutions e) Produção de um pequeno parágrafo sobre o regresso à
escola.
f) Jogo: I Can’t Funeral
g) Comic strip

10. Compreensão Individual p. 26
a) Pre-questions
b) Leitura de um diálogo
c) Who says what?
Saber Aprender – Verbs + Infini- 11. Funcionamento da Língua Individual p. 27
tive with "to" a) Leitura de frases do texto
b) Preenchimento de uma tabela
d) Preenchimento de espaços
Interagir 12. Interacção Individual p. 28
Escrever a) Dear Me
b) Colagem da carta no Portfolio
Saber Aprender 13. Avaliação da Unidade
a) Resolução do Self-Check File
b) Preenchimento da grelha de avaliação de unidade
c) O Meu Perfil de Aprendizagem
d) Selecção dos Improving Files do Workbook
e) Selecção de trabalhos a integrar no Portfolio
PLANIFICAÇÃO: AULA DE SUBSTITUIÇÃO

UNIDADE: Reloading File
Neste momento, os alunos estão a abordar a temática das férias e tudo o que lhe está implícito, quer
Pressupostos em termos vocabulares (tipo de férias, destinos, meios de transporte, companhia, objectos, activida-
des), quer em termos gramaticais (Past Simple).
Situação A – O professor substituto lecciona Inglês

– Composição em conjunto sobre as férias
Tarefa
Situação B – O professor substituto não lecciona Inglês
– Elaboração do jogo Spot the differences: Descobre as diferenças sobre a temática das férias
1. Labirinto: Where did these people go on holiday? Materiais:

a) Fazer o jogo. – My English
b) Solicitar aos alunos para que, de acordo com o perfil das pessoas, lhes Portfolio, pp. 50-51
atribuam o tipo de férias que melhor se lhes adequa. – Quadro
c) Elicitar o nome de outros tipos de férias. – Material de dese-
2. Sopa de letras: descoberta de 10 objectos que as pessoas costumam nho e pintura
levar para férias.
3. Sistematização de vocabulário através de uma tabela Soluções:
2.
Type of surfboard;
Where to? How? Who with? What?
holiday binoculars;
shorts;
swim suit;
4. Situação A sleeping bag;
A tabela acima serve de planificação para uma composição. Os alunos sunglasses;
devem reler a tabela e escolher qual o tipo de férias, o destino, o meio de video camera;
Actividades transporte, a companhia e o que aconteceu nas férias. Uma vez decidido hat; pack of cards
linguísticas isto em plenário, os alunos devem fazer, no quadro, uma composição em
conjunto sobre umas férias imaginárias. Os alunos devem utilizar tantas
palavras quanto as possíveis, das que constam na tabela.
Situação B
• Os alunos formam grupos de 4, devendo haver um desenhador em cada
grupo.
• Os alunos devem fazer um desenho sobre as férias (situação/objectos)
e replicá-lo com apenas oito ligeiras diferenças.
• Os alunos têm apenas 15 minutos para fazer o desenho. Uma vez aca-
bado, os grupos trocam os desenhos e procuram as diferenças. Devem
escrever as diferenças encontradas em inglês.
• À medida, que vão terminando entregam o jogo ao professor, que regis-
ta o tempo.
• Ganha o grupo que:
– descobrir as oito diferenças no menor espaço de tempo;
– conseguir enunciar as diferenças em inglês.


UNIDADE: Reloading File
Neste momento, os alunos estão a abordar a temática do regresso à escola, na perspectiva de faze-
Pressupostos rem as suas school resolutions, pelo que a educação para a cidadania assume extrema importância
neste contexto. .
Tarefa Banda Desenhada
1. Matching: In which of the situations would you say the following Materiais:
proverbs? – My English
2. Após a correcção do exercício, os alunos formam cinco grupos. Cada Portfolio, p. 51
grupo deverá: – Dicionário
Actividades a) Traduzir os provérbios para português ou dizer os seus equivalente em
linguísticas língua portuguesa. Soluções:
b) Pesquisar outros que se possam aplicar em contexto escolar. 1. 1: E; 2: C; 3: A; 4:
c) Escolher um provérbio e desenhar uma situação de banda desenhada B; 5: D
que contextualize a sua aplicação. 2. 1: Estou com ner-
d) Cada grupo apresenta a sua BD à turma, discutem as implicações de voso miudinho. 2: A
cada provérbio e afixam as BDs no English Corner. curiosidade matou o
gato. 3: Primeiro o
dever, depois o pra-
zer. 4: O pássaro
madrugador apanha
a melhor minhoca.
5: Deitar cedo e cedo
erguer dá saúde e
faz crescer.


UNIDADE: Leisure File
Neste momento, os alunos estão a abordar a temática das actividades de tempos livres, que abarca
vocabulário novo, nomeadamente de actividades ao ar livre, actividades em recintos fechados, des-
Pressupostos
portos, equipamentos, pelo que se considera pertinente a consolidação do vocabulário deste campo
semântico.
Tarefa Elaboração de um glossário sobre a temática
1. Jogo: Bang Bang Materiais:

Os alunos formam duas equipas que vão assumir o papel de cowboys – My English
que estão envolvidos num duelo. Um aluno de cada equipa vem à frente Portfolio, pp. 28,
e o professor pergunta: “How do you say...” (uma dada actividade de 51-52, Vocabulary
tempos livres). O primeiro aluno a dar a resposta, tira a pistola, diz bang File
bang, (fingindo matar o seu oponente) e é o vencedor. O vencedor fica de
pé e o outro senta-se. Cada aluno obtém 1 ponto por cada resposta certa Soluções:
e 5 pontos extra se conseguir “matar” 4 oponentes de seguida. 2. His newspaper is
2. Jogo: What is missing? missing. Its ball is
Os alunos devem descobrir os 12 objectos que faltam e utilizar os deter- missing. Their clubs
minantes possessivos nas respostas. Caso o professor substituto não lec- are missing. His
Actividades cione Inglês, poderá solicitar a um aluno para fazer as questões. skate is missing. His
linguísticas 3. Glossário sobre o tema leisure activities. rows are missing.
Os alunos devem: Her horse is missing.
a) organizar-se em pares ou em grupos; Its lead is missing.
b) ler e completar, com a ajuda de um dicionário, o Vocabulary File corres- Its wheel is missing.
pondente do My English Portfolio; His fishing-rod is
c) reflectir acerca da sua organização, bem como acerca da inclusão de missing. Their
outros vocábulos; running shoes are
d) reflectir sobre a melhor forma de agrupar o vocabulário, tendo em vista missing. Her camera
a sua memorização (para tal, devem consultar o Learning File no is missing.
Portfolio);
e) escolher uma das técnicas constantes no Learning File, ou outra, e
agrupar o vocabulário de acordo com a técnica escolhida;
f) apresentar a técnica escolhida à turma.


UNIDADE: Leisure File
Neste momento, os alunos estão a abordar a temática Novas Tecnologias, na perspectiva dos jovens,
nomeadamente utilização do telemóvel e Internet / chat rooms. Para além da temática ter uma com-
Pressupostos ponente cívica que adverte para os perigos de uma utilização abusiva destas novas tecnologias, esta
é facilitadora da comunicação, uma vez que os alunos são encorajados a comunicar, fazendo uso das
abreviaturas que eles utilizam no dia-a-dia, só que em inglês.
Tarefa Produção e descodificação de mensagens
1. Leitura do Learning File “Como escrever mensagens”. Materiais:

2. Criação de abreviaturas próprias (a pares): preenchimento de uma tabela. – My English
3. Descodificação de mensagens: a pares, os alunos descodificam as men- Portfolio, pp. 37-38 e
sagens, constantes no Fun File do My English Portfolio. 53
Actividades 4. Produção de mensagens:
linguísticas a) Os alunos devem utilizar os quatro cartões à sua disposição, constan- Soluções:
tes no Learning File acima referido para escreverem mensagens. Got four 5s and four
b) Uma vez escritas as mensagens, estas devem ser entergues ao profes- 4s. Happy. Text your
sor, que as entregará ao destinatário indicado. results as soon as
c) Estes, por sua vez, deverão escrever a resposta, que também deverá possible. Linda;
ser entregue ao professor, que as devolverá ao emissor inicial. Always a pleasure
talking to you. Better
luck next time. All
my love. Jane; How
are you? As far as I
know your boyfriend
is alive and smiling.
Think positive. Miss
you so much.; Sorry.
Do I know you? Don’t
think so. Take Care.
Hugs and Kisses
Charles.; Please call
me before you go to
concert. Talk to you
later. See you.; I’ll be
late. Don’ wait for
me. See you. Laura.;
Hi! what’ up? Put on
a happy face. Come
right back. Peter.


UNIDADE: Food File
Neste momento, os alunos estão a abordar a temática da comida, dando-se especial relevância aos
Pressupostos
elementos culturais – refeições, pratos típicos, entre outros.
Tarefa Produção de um clip de uma receita portuguesa
1. Jogo: Crosswords on containers Materiais:

Através deste jogo os alunos reveêm os containers, assim como algum – My English
vocabulário que pode ser útil para o desenvolvimento da tarefa solicitada. Portfolio, p. 55
2. Visionamento de um clip: – DVD
a) Os alunos veêm um clip de um adolescente britânico que explica como – CAP (Fichas de
se prepara determinada comida. Exploração do DVD)
b) Preenchem o guião com a informação retirada do clip.
Actividades Soluções:
c) Os alunos dividem-se em grupos e planificam o seu próprio clip: Quem?
linguísticas 1. Containers:
O Quê? Onde? Quando?…
d) Escrevem a receita em inglês. Caso o professor substituto leccione Puzzle 1: 1. bar 2. tin
Inglês e tenha tempo, deverá corrigir as receitas dos diferentes grupos. 3. packet 4. tub
Caso o professor substituto não leccione Inglês, deverá recolher as 5. boxes 6.cans
receitas dos diferentes grupos e entregá-las ao professor titular para 7. carton 8. bottle
correcção. 9. tube 10. jar
A filmagem do clip ficará para trabalho de casa. Puzzle 2: 1.bag
2. bottles 3. carton
4. box 5. bar 6.tube
7. packet 8. tin 9. roll
10. jars
2. Soluções do guião
DVD no Caderno de
Apoio ao Professor


UNIDADE: Food File
Neste momento, os alunos estão a abordar a temática da comida, dando-se especial relevância aos
Pressupostos elementos culturais: refeições, pratos típicos, entre outros. A componente de educação cívica, no que
respeita a hábitos alimentares é também transversal à unidade.
Produção de slogans acerca de hábitos alimentares saudáveis, a partir da reflexão em torno de pro-
Tarefa
vérbios
1. Jogo: Who is going to eat each slice of pizza? Materiais:

a) Os alunos fazem a correspondência entre os bonecos e as fatias de – My English
piza, completando, desta forma, os provérbios. Portfolio, p. 54
b) Preenchimento de uma tabela: os alunos devem escrever os provérbios – Quadro
debaixo de uma das seguintes categorias, tendo em conta o significado – Caderno
dos mesmos: – Dicionário
– Cartolina
The importance of eating Eating habits – Tesoura
Man cannot live by bread alone. All griefs with bread are less. – Material de pintura
A man has to eat to live. Eat to live and not live to eat.
Bread is the staff of life. Many dishes make many Soluções:
The belly carries the legs. diseases. 1. Ver conteúdo da
Actividades When meat is in, anger is out. A belly full of gluttony will tabela.
linguísticas A hungry man is an angry man. never study willingly.
An empty belly bears nobody. An apple a day keeps the doctor
away.
c) os alunos devem:
• tentar traduzir os provérbios, inferindo o seu sentido;
• analisar a sua linguagem: trocadilhos, repetição, rimas…
2. Em grupos, os alunos devem produzir slogans sobre hábitos alimentares,
que depois de corrigidos, devem ser escritos em tiras de cartolina e afixa-
dos na sala.
Caso o professor substituto não seja de Inglês, os slogans deverão ser
entregues ao professor titular e a sua afixação dar-se-á na aula seguinte.


UNIDADE: Fashion File
Neste momento, os alunos estão a abordar a temática da moda, assumindo o vocabulário um papel
Pressupostos
importante em toda a unidade.
Tarefa Sistematização de vocabulário
1. Jogo: Bingo (consolidação de vocabulário, ainda que de forma receptiva): Materiais:

a) O professor coloca pequenos papéis com palavras relacionadas com a – My English
moda (roupa, calçado, acessórios, cosmética, etc.) dentro de um saco. Portfolio, pp. 56-58
b) Cada aluno selecciona um cartão. Estes podem ser disponibilizados – CAP (p. 34)
pelo professor que os pode fotocopiar do My English Portfolio e cortar,
ou os alunos podem escrever directamente no Portfolio. Soluções:
c) O professor começa por retirar os pequenos papéis do saco e lê o seu II
conteúdo em voz alta. 1. T-shirt;
d) Os alunos sempre que tiverem no seu cartão uma imagem que corres- 2. ring;
ponda à palavra dita pelo professor, assinalam-na com uma cruz. 3. belt;
Actividades e) Quando os alunos tiverem o cartão completo, dizem: BINGO! O vence- 4. swimming trunks;
linguísticas dor é o aluno que completar o cartão mais depressa. 5. scarf;
Caso o professor não leccione Inglês e não se sinta à vontade para ler alto 6. sunglasses;
as palavras, deve pedir ajuda a um aluno. 7. shorts;
2. Jogo: Guess the word (consolidação de vocabulário, de forma produtiva): 8. jeans;
O professor entrega uma folha com o jogo aos alunos. Ganha quem acer- 9. Sandals;
tar no maior número de palavras em menor tempo. 10. uniform;
3. Glossário sobre o tema Fashion. 11. pyjamas;
Os alunos devem: 12. helmet;
a) organizar-se em pares ou em grupos; 13. earrings;
b) ler e completar, com a ajuda de um dicionário, o Vocabulary File corres- 14. boots;
pondente do My English Portfolio. 15. socks


UNIDADE: Fashion File
Neste momento, os alunos estão a abordar a temática da moda, nas suas diversas vertentes, vestuá-
Pressupostos rio e marcas, acessórios, maquilhagem, tatuagens, piercings e profissionais de moda, pelo que o
desenvolvimento de projectos integradores sobre a temática se considera relevante.
Tarefa Desenvolvimento dos trabalhos de projecto
Ponto de situação relativamente ao andamento dos projectos: Materiais:

a) Os alunos reúnem-se em grupo, preenchem a parte correspondente do – My English
guião do trabalho de projecto e informam o professor acerca de: Portfolio: Grelha de
• necessidades/dificuldades; Trabalho de Projecto
• timings; – My Class Portfolio:
• formas de apresentação, etc. Guiões de Trabalho
Actividades b) Os alunos trabalham no seu projecto. de Projecto e Grelha
linguísticas c) O professor regista, na sua grelha, os diversos dados, acompanha os gru- de Controlo dos Tra-
pos, dando apoio em termos de bibliografia, sugestões metodológicas ou balhos de Projecto
outras, pesquisa e tratamento de informação e conhecimentos da língua
(caso o professor substituto leccione Inglês).
d) Dez minutos antes do final da aula, cada grupo deve dizer ao professor o
que é que ainda falta fazer. O professor regista todas as informações
recolhidas e entrega-as ao professor titular.


UNIDADE: Media File
Neste momento, os alunos estão a abordar a temática dos mass media, assumindo o vocabulário um
Pressupostos
papel importante em toda a unidade.
Tarefa Consolidação dos conhecimentos apreendidos ao longo do ano
Let’s play a game: Materiais:

a) Os alunos formam grupos de quatro elementos. – My English
b) Cada aluno lança um dado. Aquele que obtiver mais pontos, começa a Portfolio, p. 60
jogar. – Cartões do Cader-
c) Quando um jogador chegar a um: no de Apoio ao Pro-
Actividades • quadrado às riscas, terá de responder a questões sobre gramática; fessor
linguísticas • quadrado às bolas, terá de responder a questões sobre cultura; – Dados
• quadrado com xadrez, terá de responder a questões sobre vocabulário. – Pins
d) Se a resposta estiver correcta, o jogador continua a jogar. Se a respos-
ta não estiver correcta, o jogador permanece no mesmo quadrado.
e) O vencedor é aquele que chegar primeiro ao último quadrado. Contudo,
para lá chegar, precisa de acertar com o número exacto de pontos.


UNIDADE: Media File
Neste momento, os alunos estão a abordar a temática dos mass media, dando-se ênfase aos textos
Pressupostos
jornalísticos e a alguns aspectos gramaticais relevantes, como é o caso do Present Perfect.
Tarefa Consolidação do Present Perfect*
Jogo: Materiais:
a) Os alunos formam grupos de três ou quatro elementos. – My English
b) O professor fornece-lhes uma grelha com frases incompletas. O objec- Portfolio, p. 59
tivo do jogo é o de ganhar cinco caixas, completando as frases constan- – Quadro
tes de cada frase utilizando o Present Perfect. Só serão aceites frases – Caderno
gramaticalmente correctas. Sempre que um grupo completa uma caixa,
deve por o braço no ar. O professor pedirá a um aluno para ler a frase.
Actividades Se este não souber a solução, o grupo perderá a vez.
linguísticas c) Cada grupo pode escolher as caixas que entender e quando as completar,
impede os restantes grupos de as fazerem. A equipa que acabar primeiro
uma frase correcta, joga de novo.
d) Os vencedores são o primeiro grupo a completar cinco caixas, ou o grupo
que conseguir fazer mais.
e) No final do jogo, os alunos registam as frases correctas no quadro e
depois no caderno.
* A abordagem do Present Perfect adoptada neste projecto baseia-se em estudos linguísticos recentes sobre o assunto. Veja-se, por
exemplo, Linguística Contrastiva. O Ensino da Língua Inglesa. Lisboa, Universidade Católica Editora, 2006, de Isabel Casanova e o artigo
"The Present Perfect. A Perfect Approach", Revista da Faculdade de Letras, 15-5.a Série, Lisboa, 1993, pp.155-164, de Isabel Casanova,
Eduarda Melo Cabrita, Isabel Mealha, Jean McMahon Ramos, Maria Luísa Falcão e Stephen Fordham.

2. CONCRETIZAÇÃO DO PROCESSO DE ENSINO-APRENDIZAGEM
SUGESTÕES METODOLÓGICAS DO MANUAL
Esta secção apresenta sugestões metodológicas por unidade, para além das já indicadas no Manual do Professor.
Unidade O – Reloading File (p.10)
Tal como o próprio nome indica, esta unidade tem como objectivo, por um lado, activar os conhecimentos dos
alunos relativamente às férias, e por outro, encaminhar os alunos no uso autónomo do Manual, mais concretamente
das rubricas que são constantes ao longo das cinco unidades.
Neste sentido, a unidade encontra-se dividida em duas partes distintas. Uma primeira parte, que incide sobre
aspectos sócio-culturais das férias de Verão, e uma segunda sobre o regresso às aulas, onde se aborda as expectati-
vas e a temática das school resolutions. Estas duas partes coincidem com duas tarefas distintas – narração de umas
férias de Verão e uma carta dirigida aos próprios alunos (Dear Me), a integrar no Portfolio – para as quais o aluno vai
sendo progressivamente preparado, através do desenvolvimento de uma série de actividades linguísticas assentes
nas quatro competências específicas da língua.
A actividade das páginas 11 e 12 pretende activar e alargar o vocabulário dos alunos relativamente à temática
férias, nomeadamente no que diz respeito aos diferentes tipos de férias. Esta elicitação de conhecimentos pode ser
acompanhada pela exploração da transparência correspondente. Este alargamento vocabular em torno dos diferentes
tipos de férias tornar-se-ia mais interessante, se partisse de um diálogo acerca de uma experiência recente dos pró-
prios alunos.
Na actividade B, espera-se que os alunos reflictam acerca de um determinado perfil e identifiquem qual o tipo de
férias correspondente. Para completação da actividade, o professor poderá solicitar o preenchimento de uma tabela:
Who? What type? Where to? What?
Fact File (p. 29)

Esta rubrica está presente em todas as unidades, informando os alunos sobre aspectos socioculturais das cultu-
ras inglesa e americana. Neste caso particular, os alunos são confrontados com um gráfico e uma linha do tempo
acerca dos locais e tipos de férias dos britânicos ao longo dos tempos.
Unidade 1 – Leisure File (p.30)
Esta unidade tem como objectivo, por um lado, activar os conhecimentos dos alunos relativamente às suas activi-
dades de tempos livres e, por outro, relativamente à sua relação com as novas tecnologias.
Neste âmbito, para além do esquema síntese da unidade que remete para os temas, tarefas, conteúdos e pro-
jectos a desenvolver ao longo da unidade, a actividade da página 31 introduz a temática das leisure activities, levan-
do o aluno a activar, ainda que de forma receptiva (reconhecimento) uma série de actividades de tempos livres
contextualizadas num calendário. A componente lúdica da actividade, que se processa através da resolução de ana-
gramas, deve ser explorada, de forma a incentivar a assimilação do vocabulário, que, de algum modo, é facilitada
pela sistematização do vocabuláro segundo duas categorias (act. B), indoor activities / outdoor activities.

Leisure File (p. 56)
O jogo está pronto a ser iniciado quando o professor tiver todos os cartões na sua posse. O professor faz uma
questão a cada grupo e regista no quadro 10 pontos ou 0 pontos, consoante as respostas estejam certas ou erradas.
Ganha o grupo que tiver mais pontos. Este deverá ficar encarregue de fazer uma tabela com o nome dos diferentes
grupos e dos diferentes Files do Manual, colocando já a pontuação obtida no Leisure File.
Os restantes resultados seriam registados aquando da finalização dos respectivos Files.
Este quadro deveria ser afixado no English Corner. No final do ano, o grupo mais forte deveria receber um prémio.
Fact File (p. 57)

Esta rubrica encontra-se dividida em duas partes, uma primeira parte informativa (neste caso particular acerca
do modo como os britânicos ocupam os tempos livres) e uma segunda parte, lúdica, sobre os desportos mais popula-
res nos Estados Unidos.
Project File (p. 59)

No final de cada unidade, surge esta rubrica que pretende levar os alunos, através de um fluxograma de decisão,
a escolher o projecto que se adequa mais às suas características enquanto aprendentes. Este deve ser o critério
subjacente à formação dos grupos, para o qual têm quatro opções:
• Opções A e B: são mais adequadas aos alunos autónomos e com bons conhecimentos da língua inglesa.
• Opção C: adequada a alunos com pouca autonomia e dificuldades na língua inglesa.
• Opção D: caso os alunos não se identifiquem com nenhuma destas opções, podem escolher uma outra de acor-
do com as suas preferências.
Neste caso particular, a opção A sugere a criação de uma Web page acerca de uma figura do desporto escolhida
pelos alunos. Os alunos que seleccionarem esta opção devem, no entanto, ter consciência que essa vai ser a sua
opção até ao final do ano, na medida, que a propósito de cada unidade, vão completando a Web page. Este projecto
implica, por um lado, pesquisa de informação sobre a figura em causa e conhecimentos de informática para elabora-
ção da Web page, por outro. Para elaborar a Web page, contudo, os alunos devem consultar no Portfolio a study tip
“Como criar uma Web page?”.
A opção B poderá também implicar facilidade de acesso às novas tecnologias, na medida em que os alunos
devem produzir um panfleto sobre as regras de utilização de chat rooms e do telemóvel. Para elaborar este panfleto,
os alunos devem consultar no Portfolio a study tip “Como elaborar um panfleto?”
Na proposta C, os alunos devem criar um gráfico gigante das actividades de tempos livres da turma.
Caso os alunos não se identifiquem com nenhuma destas opções, podem escolher um outro projecto de acordo
com as suas preferências.
Salienta-se que:
• Embora esta rubrica surja no final da unidade, o professor pode encaminhar os alunos para o projecto logo no
início da unidade ou após a primeira tarefa da unidade.
• O professor encontra sugestões de orientação para fornecer aos alunos no Caderno de Apoio ao Professor.
• Os alunos devem ir preenchendo o guião do projecto, que se encontra no Portfolio, etapa a etapa. Por seu
turno, o professor deve preencher o quadro síntese dos guiões dos projectos constante do My Class Portfolio.
Self-Check File (p. 60)

Esta rubrica à semelhança das três anteriores, também surge sempre no final de cada File, tendo como objectivo
levar os alunos a rever os conhecimentos de funcionamento da língua apreendidos durante a unidade. Este File tem
igualmente um cariz lúdico, na medida em que é proposta uma pontuação. No final da unidade, surge um quadro que
remete para a auto-avaliação do aluno, através do recurso ao Portfolio, que deve ser efectuada com auxílio do professor.

Unidade 2 – Food File (p. 62)
Esta página introdutória informa o aluno sobre as temáticas a abordar, como operacionalizar as competências
específicas e quais as tarefas a desenvolver – role-play e Class Recipe Book. A página 63, introduz a temática da
identificação de alguns alimentos e sua inserção nas palavras cruzadas.
Fact File (p. 93)

São dadas algumas informações culturais sobre pubs, seguindo-se duas actividades, uma em que os alunos têm
de descobrir o nome de alguns pubs, através da observação de imagens, e outra em que os alunos observam e anali-
sam dois tipos de menus presentes num pub. Estes menus podem servir de base para um role-play.

São dadas três opções de projectos e uma opção D, em que o aluno escolhe o seu próprio projecto.
• Projecto A – Completar a Web page acerca de comida típica portuguesa e recolha de receitas.
• Projecto B – Elaborar um menu escolar para um mês e panfleto/cartaz com as regras das boas maneiras à mesa.
• Projecto C – Preparar um chá inglês: menu, receita, convites e sua concretização.
Unidade 3 – Fashion File (p. 98)
Também nesta unidade os alunos deverão ficar preparados para resolver duas grandes tarefas:
• Numa primeira parte, os alunos são levados a elaborar uma entrevista a um modelo.
• Numa segunda parte, os alunos são levados a elaborar um artigo de opinião acerca de tatuagens em Portugal.
A página introdutória serve para verificar quais os conhecimentos de vocabulário sobre esta temática que os alu-
nos já possuem. Caso estes sejam muito reduzidos, o professor deve sugerir que as actividades sejam resolvidas com
a ajuda de um dicionário e, posteriormente, relembrar os alunos que devem completar o Vocabulary File da unidade.
Poderá ser sugerido o trabalho de pares.
Reported Speech Soccer (p. 114)

Este jogo tem como objectivo exercitar e consolidar, de forma lúdica, os conhecimentos dos alunos acerca da
estrutura gramatical reported speech.
Regras:
• A turma deve ser dividida em duas grandes equipas.
• O professor deve assumir o papel de árbitro. É o professor que define as regras e disponibiliza os cartões cada
vez que os alunos caiem num quadrado colorido do jogo. Para o efeito, deve consultar as actividades comple-
mentares neste caderno, fotocopiar os cartões e recortá-los.
• O professor atira o dado para o meio campo como se fosse uma bola e dá início ao jogo.
• Sempre que cada equipa cai num quadrado colorido, um aluno da equipa oposta lê um cartão. O aluno em jogo
deve reportar à professora a frase. Se esta estiver correcta a equipa continua a jogar em direcção à baliza dos seus
opositores. Se estiver errada, a equipa retrocede 3 casas na direcção da sua própria baliza e dá a vez aos outros.
• Ganha quem marcar golo primeiro na baliza adversária, isto é, quem chegar à baliza e responder correctamente.
Fact File (p. 126)

Como vem sendo habitual, o Fact File presta sempre informações sobre a unidade temática em causa, neste caso
sobre onde ir às compras em Londres. Segue-se uma pequena actividade sob a forma de passatempo, em que os alu-
nos devem fazer corresponder as imagens às respectivas descrições.

Os três projectos aqui sugeridos são:
• Projecto A – Pesquisar na Net peças de roupas, a fim de se criar um catálogo online.
• Projecto B – Fazer uma banda desenhada alusiva à história da moda. Este projecto implica, por um lado, pes-
quisa e tratamento de informação e, por outro, apetência para expressão plástica.
• Projecto C – Fazer uma selecção de roupas, alusivas a diferentes épocas, de modelos, de cenário e de música e ela-
borar convites e a concretização da passagem de modelos. A apresentação do espectáculo deve ser feita em inglês.
Unidade 4 – Media File (p. 132)

Nesta unidade, são pedidas três grandes tarefas ao aluno, tantas quanto as áreas temáticas:
• painel sobre os prós e contras da televisão;
• elaboração de uma notícia;
• comercial de rádio.
A motivação para esta temática é feita, na primeira parte, através de uma reflexão em torno do conceito. Sugere-se
que, previamente, o professor elicite vocabulário através de um associograma acerca da expressão mass media e preci-
se esse conceito com as actividades A e B. Na segunda parte, a cancão introduz a temática da interferência dos mass
media na nossa vida. Sugere-se que, para além de os alunos preencherem os espaços em falta, respondam às questões,
cantem a canção e façam uma pesquisa sobre o original da canção.
Fact File (p. 153)

Este Fact File pretende levar os alunos a comparar dois mass media no Reino Unido e Estados Unidos: televisão e
rádio. Há, ainda, uma pequena actividade de vocabulário.

Os projectos sugeridos prendem-se os mass media.
• Projecto A – Pesquisar informação acerca da série televisiva favorita dos alunos e organização da informação
pesquisada na Web page.
• Projecto B – Criar um espaço “Notícias da Semana” no CRE. Esta actividade pode ser dinamizada pelo grupo,
em interacção com o coordenador do CRE, professor de Português, professor de Inglês e professor de Francês.
• Projecto C – Preparar um programa de música para a rádio-escola, a ser posto no ar durante o intervalo.
Festivities File (p. 158)

À semelhança do projecto do 7.O ano, os materiais existentes nesta secção do Manual deverão ser utilizados pelo
professor quando este achar oportuno, procedendo assim, à selecção do que achar mais adequado aos seus alunos e
à sua gestão dos tempos lectivos.
Mais uma vez, na impossibilidade de abordar as inúmeras celebrações que ocorrem nos diversos países de língua
inglesa, optou-se por seleccionar duas (uma relacionada com a cultura britânica e outra relacionada com a cultura
americana) cuja ligação aos conteúdos programáticos do 8.O ano é mais evidente: Thanksgiving e Pancake Day.
As actividades propostas são essencialmente lúdicas e práticas, de forma a motivar os alunos e, simultanea-
mente, fornecer-lhes alguns dados culturais e vocabulário específico. Estas poderão ser complementadas com a
transparência n.O 10. Ainda em relação ao Thanksgiving, é apresentado um excerto da canção da Sara Jordan e
sugere-se que os alunos a cantem.

A C T I V I D A D E S C O M P L E M E N TA R E S
Unit 3 – Reported Speech Soccer
“Work hard if you

want to get good “Don’t talk too much.” “I will travel abroad “It will be great if you
marks.” His mother ordered one day.” come with us.”
The teacher told him… She said… Jane said…
Peter…
“I love travelling, “We will be there in

“I wake up at 4 a.m. “I know all the details
although I don’t have time.”
every morning.” of the accident.”
much free time.” His father promised…
George stated… The policeman said…
Fred said…
“He is watching a “I don’t like these “I walk to school

“Read it loudly.”
DVD.“ clothes.” every day.”
The teacher told…
She said… She complained… Louise stated…
“I think the party will “The party will be “They are leaving
“Go to the doctor.”
be a success.” surprising.” school now.”
He advised…
Mary said… She thought… Peter informed…
“She has worked at “She’s thinking about

“He reads a new “They are preparing a
the clothes shop since going away for the
novel every month.” party.”
May.” weekend.”
He confessed… She told…
He heard… Mary told me…
“Go by yourself and

“I’m really tired “Don’t watch too “He always wears
do your own
today!” much television!” brand clothes.”
shopping.”
He exclaimed… She advised him… Anne whispered…
She told…

Unit 3 – Plano de Aula de Substituição
Guess the word.
1. A top with short sleeves __ __ __ __ __ __
2. Jewellery for your finger. __ __ __ __
3. You use this to hold up your trousers or your skirt. __ __ __ __
4. Boys wear these to go swimming. __ __ __ __ __ __ __ __ __ __ __ __ __ __
5. You wear this round your head or your neck .__ __ __ __ __
6. You wear these over your eyes when the sun

__ __ __ __ __ __ __ __ __ __
is shining.
7. You wear these on your hands when it’s cold. __ __ __ __ __ __
8. Short trousers you wear when it’s hot. __ __ __ __ __ __
9. Trousers lots of people wear. They’re usually blue. __ __ __ __ __
10. You wear these on your feet when it’s hot. __ __ __ __ __ __ __
11. In Britain many children wear this when they go to

__ __ ___ __ __ __ __
school.
12. You wear these in bed. __ __ __ __ __ __ ___
13. You wear this on your head when you are riding a
__ __ __ __ __ __
bike.
14. Jewellery you wear on your ears. __ __ __ __ __ __ __ __
15. You wear these on your feet when it’s cold. __ __ __ __ __
16. You wear these on your feet under your shoes. __ __ __ __ __

Portfolio – Fun File: Let’s play a game



GUIÕES DE TRABALHO DE PROJECTO
Unidade 1
Web page Chart
1. Atribuam um nome ao grupo. 1. Atribuam um nome ao grupo.

2. Distribuam papéis (líder, porta-voz, secretário, obser- 2. Discutam em grupo os itens a incluir no chart sobre
vador…). as leisure activities da turma e a forma de o fazer (em
3. Dividam tarefas (quem faz o quê) e calendarizem-nas. tabela ou em gráfico).
4. Acedam a www.google.com e pesquisem sobre os 3. Distribuam papéis (líder, porta-voz, secretário, obser-
vossos ídolos desportivos, observando também a vador…).
organização das páginas que pesquisarem. 4. Dividam tarefas (quem faz o quê) e calendarizem-nas.
5. Seleccionem a figura desportiva sobre a qual querem 5. Procurem no dicionário e/ou Vocabulary File as pala-
criar a página. vras que não conhecem.
6. Seleccionem as fotografias a incluir no site e elabo- 6. Mostrem ao professor para correcção e sugestões.
rem os textos em inglês. 7. Seleccionem os materiais de que necessitem (cartoli-
7. Mostrem ao professor para correcção e sugestões. na, tesoura, computador…).
8. Acedam a www.sapo.pt, seguindo os passos descri- 8. Cortem um cartão gigante e produzam o chart e
tos no vosso Portfolio. preencham os respectivos dados com cuidado e criati-
9. Requisitem o equipamento de que precisam para vidade ou colem no cartão o gráfico impresso em
apresentarem a vossa Web page à turma. computador. Lembrem-se que a apresentação tam-
10. Avaliem o vosso desempenho. bém conta.
9. Façam um texto sobre as actividades de tempos livres
da turma e apresentem o trabalho à turma, não sem
antes terem preparado devidamente a apresentação.
10. Afixem o trabalho no English Corner e avaliem o
vosso desempenho.
Nota: Aquando da elaboração do projecto, devem preen- Nota: Aquando da elaboração do projecto, devem preen-
cher o respectivo guião que se encontra no Portfolio. cher o respectivo guião que se encontra no Portfolio.
Leaflet: Mobile phone and chat rooms
1. Atribuam um nome ao grupo.

2. Discutam em grupo os itens a incluir no panfleto.
3. Distribuam papéis (líder, porta-voz, secretário, obser-
vador…).
4. Dividam tarefas (quem faz o quê) e calendarizem-nas.
5. Seleccionem os textos do Manual de que necessitam
e pesquisem mais informação a respeito. Para tal,
poderão aceder a www.google.com. Leiam o Study
File “Como elaborar um panfleto?” e planifiquem no
espaço correspondente a organização do panfleto
(onde colocar o texto e que texto; onde colocar ima-
gens e como).
6. Elaborem o texto e mostrem ao professor para correc-
ções e sugestões.
7. Produzam o folheto.
8. Apresentem o trabalho à turma, não sem antes terem
preparado devidamente a apresentação.
vosso desempenho.
Nota: Aquando da elaboração do projecto, devem preen-

cher o respectivo guião que se encontra no Portfolio.

Unidade 2
Web page School menu

2. Distribuam papéis (líder, porta-voz, secretário, obser- 2. Discutam em grupo os itens a incluir no menu escolar
vador…). e a sua forma de apresentação.
3. Dividam tarefas (quem faz o quê) e calendarizem-nas. 3. Distribuam papéis (líder, porta-voz, secretário, obser-
4. Acedam a www.google.com e pesquisem sobre comi- vador…).
das tipicamente portuguesas e façam uma recolha de 4.. Dividam tarefas (quem faz o quê) e calendarizem-nas.
receitas em livros da especialidade. 5. Procurem no dicionário e/ou Vocabulary File as pala-
5. Seleccionem as comidas/receitas e as respectivas vras que não conhecem.
fotografias a incluir no site e elaborem os textos em 6. Mostrem ao professor para correcção e sugestões.
inglês. 7. Seleccionem os materiais de que necessitem (cartoli-
6. Elaborem os textos e a estrutura da página. na, tesoura, computador…).
7. Mostrem ao professor para correcção e sugestões. 8. Produzam o menu com cuidado e criatividade. Se qui-
8. Acedam a www.sapo.pt, seguindo os passos descri- serem, podem decorar o menu com table rules. Se o
tos no vosso Portfolio. preferirem, podem fazer um cartaz à parte.
9. Requisitem o equipamento de que precisam para 9. Apresentem o trabalho à turma, não sem antes terem
apresentarem a vossa Web page à turma. preparado devidamente a apresentação.
10. Avaliem o vosso desempenho. 10. Afixem o trabalho no English Corner e avaliem o
vosso desempenho.
British tea

2. Discutam em grupo que pretendem organizar.
vador…).
5. Seleccionem um menu de um British tea e algumas
receitas. Escrevam os convites em inglês e seleccio-
nem os alimentos a confeccionar.
6. Mostrem o menu e os convites ao professor para cor-
recções e sugestões.
7. Confeccionem o chá e, se precisarem, peçam ajuda a
outros grupos.
8. Sirvam o chá aos convidados.
vosso desempenho.


Unidade 3
Web page Comic strip

2. Distribuam papéis (líder, porta-voz, secretário, obser- 2. Discutam em grupo os itens a incluir na comic strip
vador…). sobre a história da moda e a forma de o fazer.
3. Dividam tarefas (quem faz o quê) e calendarizem-nas. 3. Distribuam papéis (líder, porta-voz, secretário, obser-
4. Acedam a www.google.com e pesquisem sobre rou- vador, desenhador…).
pas, preços e marcas, observando também a organi- 4. Dividam tarefas (quem faz o quê) e calendarizem-nas.
zação das páginas que pesquisarem. 5. Pesquisem informação sobre a moda nas diferentes
5. Seleccionem as roupas a integrar o vosso catálogo décadas. Seleccionem a informação a incluir na comic
online. strip e procurem no dicionário e/ou Vocabulary File as
6. Seleccionem as fotografias a incluir no site e elabo- palavras que não conhecem.
rem os textos em inglês. 6. Mostrem ao professor para correcção e sugestões.
7. Mostrem ao professor para correcção e sugestões. 7. Seleccionem os materiais de que necessitem (cartoli-
8. Acedam a www.sapo.pt, seguindo os passos descri- na, tesoura, computador…).
tos no vosso Portfolio. 8. Produzam a comic strip com cuidado e criatividade.
9. Requisitem o equipamento de que precisam para 9. Apresentem o trabalho à turma, não sem antes terem
apresentarem a vossa Web page à turma. preparado devidamente a apresentação.
10. Avaliem o vosso desempenho. 10. Afixem o trabalho no English Corner e avaliem o
vosso desempenho.
Fashion show

2. Discutam em grupo os itens e a dimensão da activida-
de que pretendem organizar.
vador…).
5. Seleccionem roupas de diferentes épocas, cenários,
músicas e modelos. Escrevam os convites e ensaiem
o espectáculo.
6. Mostrem os convites e o texto de apresentação do
espectáculo ao professor para correcção e sugestões.
7. Produzam o espectáculo de moda e, se precisarem,
peçam ajuda a outros grupos.
8. Avaliem o vosso desempenho.


Unidade 4
Web page News of the week

2. Distribuam papéis (líder, porta-voz, secretário, obser- 2. Discutam em grupo a forma de organizar esta rubrica
vador…). no CRE. Para tal, têm, antes de mais, de falar com o
3. Dividam tarefas (quem faz o quê) e calendarizem-nas. coordenador do CRE da vossa escola a esse respeito.
4. Acedam a www.google.com e pesquisem sobre as 3. Distribuam papéis (líder, porta-voz, secretário, obser-
vossas séries televisivas favoritas, observando tam- vador, desenhador…).
bém a organização das páginas que pesquisarem. 4. Dividam tarefas (quem faz o quê) e calendarizem-nas.
5. Seleccionem a série sobre a qual vão produzir o site. 5. Pesquisem notícias em jornais portugueses, ingleses
6. Seleccionem as fotografias a incluir no site e elabo- e franceses, a incluir na secção criada. Façam o título
rem os textos em inglês. “notícias da semana” nas diferentes línguas. Deixem
7. Mostrem ao professor para correcção e sugestões. um espaço com pequenos cartões e canetas para os
8. Acedam a www.sapo.pt, seguindo os passos descri- alunos/professores poderem comentar as notícias.
tos no vosso Portfolio. 6. Mostrem ao professor a vossa selecção.
9. Requisitem o equipamento de que precisam para 7. Seleccionem os materiais de que necessitem (cartoli-
apresentarem a vossa Web page à turma. na, tesoura, computador…) para organizar essa sec-
10. Avaliem o vosso desempenho. ção no CRE.
8. Afixem as notícias.
9. Peçam aos restantes grupos para lerem a vossa
selecção e escreverem um comentário a respeito da
mesma.
Radio programe

2. Discutam em grupo os itens do tipo de programa que
pretendem produzir, não esquecendo a limitação
tempo (um intervalo).
vador…).
5. Seleccionem as músicas a passar. Produzam jingles e
comentários às músicas em inglês. Atribuam um
nome ao programa.
6. Mostrem os textos ao professor para correcção e
sugestões.
7. Produzam o programa de rádio.


EXTENSIVE READING • BETTING ON FRIENDSHIP CHAPTER 1 PA G E S 3 - 5
Name ________________________________________________________________ No. ________ Class _________
Date ____ /___ /____ Prof. _____________________________________________
I – Before-reading
A. Story predicting – Group discussion
Look at the picture on the cover of the book and answer
the questions.
1. Who do you think the two boys are?
2. Where are they?
3. What are they doing?
4. Do you think the two boys look happy?
5. What about the girl? Who do you think she is?
B. Read the title of the story and in groups:

1. discuss what the story is about.
2. present your ideas about the story.
II – While-reading
Read pages 3, 4 and 5 and do the following activities.
A. Answer the questions.

1. When does the action take place? _______________________________________________________________________________________________________________________________________
2. What are the three friends talking about? _______________________________________________________________________________________________________________________________________
B. True (T) or false (F)?

1. Steven and Sandy are on their way to school.
2. Sandy’s mother can’t afford to buy what Sandy wants.
3. Steven and Gabriel are close friends.
4. Steven gets a lot of pocket money every week.
5. Steven thinks he can make more money than Gabriel.
C. Put the actions in the order they occur in the story.

Gabriel is on his way to work.
The two friends meet Gabriel.
Sandy is sad because she can’t buy the trainers she likes.
The boys decide to bet that each of them can make more money than the other.
Steven and Sandy are leaving school.
Steven and Gabriel argue because of money matters.
©2007 PROFILE – INGLÊS – 8. o ANO

D. Match the expression with its definition.
1. match a) combine or correspond
2. get along b) stop doing
3. give something up c) have a friendly relationship with someone
E. In Britain many teenagers have a part-time job. For example, Gabriel has a part-time job at a clothes
shop. Look at the pictures below and name the different part-time jobs.
1. __________________ 3. __________________ 5. __________________ 7. __________________
2. __________________ 4. __________________ 6. __________________ 8. __________________
III – After-reading
Each member of the group is going to write a paragraph about: his/her part-time job or about the part-
time job he/she would like to have and why.
Write your paragraph on coloured paper and put it up in the English Corner.
Global Evaluation / Group

Teacher

Name ________________________________________________________________ No. ________ Class _________
Date ____ /___ /____ Prof. _____________________________________________
Look at the picture of Gabriel’s bedroom and name the pieces of furniture that are missing.
5
4 2
1 A small table next to your
bed. 1
2 Something you put on the
floor.
3 Where you keep your 3
clothes.
4 Where you put the rubbish.
5 Where you keep your
underwear and shirts.

Read pages 6 and 7 and do the following activities.
A. Fill in the following form about Gabriel.
Name __________________________________________________________ Age ____________________
Part-time job
Where When
Reasons for having a part-time job: ___________________________________________________________
Dream job: ___________________
B. Look at Gabriel’s picture and:

1. Write six sentences about his appearance.
1. ______________________________________
2. Describe him psychologically.
2. ______________________________________
3. ______________________________________
4. ______________________________________
5. ______________________________________
6. ______________________________________
________________________________________
________________________________________
________________________________________
C. Gabriel is in his room thinking about the bet he has just made. Answer the following questions.
1. According to Gabriel what is Steven like? __________________________________________________________________________________
2. Why doesn’t he get along with Steven? __________________________________________________________________________________
3. What other working plans does Gabriel have on his mind? __________________________________________________________________________________
4. Gabriel seems to be worried about the bet. Why? __________________________________________________________________________________
In groups make a two-week plan for Gabriel. Remember to predict how much he is going to earn in each task.
Teacher

Name ________________________________________________________________ No. ________ Class _________
Date ____ /___ /____ Prof. _____________________________________________
Look at Steven’s bedroom picture and find 10 of his objects in the following word puzzle.
           
           
           
           
           
           
           
           
           
           
           
           
           
           
A. Answer the following questions

1. Where did Steven get a part-time job? __________________________________________________________
2. When is he going to work there? ____________________________________________________
3. Why did he decide to start working? ____________________________________________________
4. What are his work plans? __________________________________________________________

B. Find 5 mistakes in the following text and correct them.
I got a job as a newspaper delivery boy; so I will be working

on Sundays. I wanted the job because I need the money.
My father can’t afford to give me the money I need.
Role-play
A. Choose one of the following situations and play the roles on the role-cards.
Situation A – Steven and his father
Steven Father
• Tells his father about the bet. • Answers he should invest.
• Asks him how to earn money • Doesn’t understand his decision
fast. because he can give him all the
• Tells him about finding a part- money he needs.
time job.
Situation B – Steven and Sandy
Steven Sandy
• Complains about Gabriel. • Says Gabriel is very nice.
• Says he’s going to win the bet • Suggests he should get to know
and shows he doesn’t like Gabriel better.
Gabriel. • Says the bet doesn’t make sense.
Situation C – Steven and the clothes shop manager, Valerie
Steven Valerie
• Asks for the job. • Asks why he wants the job.
• Explains why he wants the job. • Tells him about the schedule.
• Asks when he can start work. • Says he can start work next
Wednesday.
B. Act it out in class.

Teacher

EXTENSIVE READING • BETTING ON FRIENDSHIP CHAPTER 4 PA G E S 1 0 - 1 2
Name ________________________________________________________________ No. ________ Class _________
Date ____ /___ /____ Prof. _____________________________________________
A. Unjumble the following words.
bjo __________ ydastrua __________ greaman __________
B. Look at the picture and discuss what

chapter 4 is going to be about.
Read pages 10, 11, 12 and do the following activities.
A. Choose the best answer in this part of the story.

1. Gabriel is laughing because
a) Steven is working next to him.
b) he has earned lots of money.
c) the shop manager is angry about Steven’s lateness.
2. Valerie
a) forgave Steven and was very kind to him.
b) threatened Steven because of his lateness.
c) ignored Steven’s lateness.
3. Sandy went to the clothes shop and
a) bought some clothes.
b) had lunch with Gabriel.
c) talked to Valerie.
B. Comment on Sandy’s statement: “You and Gabriel are so similar”. What does she mean? Do you agree
with her? Why? / Why not?
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________

C. Find the antonyms in the text.
1. empty (line 1) ______________________
2. early (line 2) ______________________
3. sad (line 3) ______________________
4. in public (line 3) ______________________
5. stupid (line 21) ______________________
6. well (line 21) ______________________
D. Complete the table with the correct form of the comparative and superlative of superiority.
Positive Comparative Superlative

funny
good
smart
bad
easy
hard
nice
important
irresponsible
E. Word formation: make adverbs from the following adjectives.
Adjectives Adverbs
happy
smart
proper
total
bad
hard
good
Write one of the following pages of the diary.
• Sandy’s page of the diary. • Steven’s page of the diary. • Gabriel’s page of the diary.

Teacher

Name ________________________________________________________________ No. ________ Class _________
Date ____ /___ /____ Prof. _____________________________________________
Have a look at the title of the chapter and answer the questions.
1. What does the title suggest?
2. How do the two friends act?
A. Fill in the gaps with the words from the box below.
guy
invited
things
besides
bet
went
lots of
watch
feelings
surprised
common
B. Ask questions for the following answers.

1. _____________________________________________________________________________________ ?
Gabriel and Steven were working at Style Parade on Wednesday afternoon.
2. _____________________________________________________________________________________ ?
Gabriel was talking to Valerie.
3. _____________________________________________________________________________________ ?
Gabriel’s favourite actor is Al Pacino.
4. _____________________________________________________________________________________ ?
Gabriel is saving money because he wants to do an acting course.
5. _____________________________________________________________________________________ ?
The two friends watched some DVDs at Steven’s house.

Draw a cartoon about one the following cartoon situations.
1. Dinner with Steven’s parents.
2. Steven and Gabriel’s conversation while watching the films.
3. Gabriel’s conversation with Sandy about his new feelings.

Teacher

Name ________________________________________________________________ No. ________ Class _________
Date ____ /___ /____ Prof. _____________________________________________
Have a look at the picture and answer the questions.
1. How do the three friends look?
2. Can you guess who has won the bet? Why? / Why not?
3.. How do you think the story will end?
4. What’s the meaning of the title of the story?
Complete the sentences according to this part of the story.

1. On Friday the three friends ________________________ because _____________________________________ .
2. Steven didn’t earn more money because _________________________________________________________ .
3. Sandy noticed that ___________________________________________________________________ .
4. Gabriel and Steven think that friendship ____________________________________________________ .
5. Sandy did something unexpected. She ______________________________________________________ .
6. Both boys earned _____________________________________________________________________ .
7. Sandy concluded _____________________________________________________________________ .
III – After-Reading
Summarise the story.
A. Planning
• Who / Characters • Where / Place • When / Date • What / Action
B. Write the summary

Teacher

D V D – T H AT ’ S M E ! – G R A H A M I N I N V E R N E S S
Name ________________________________________________________________ No. ________ Class _________
Date ____ /___ /____ Prof. _____________________________________________
I – Pre-viewing
How much do you know about Scotland?
Read the questions and circle the correct answer.
1. The capital of Scotland is 5. The Scottish are famous for their

a) Dublin. a) giant, kilts and dances.
b) Edinburgh. b) monster, castles and kilts.
c) Cardiff. c) monster, palaces and kilts.
2. Some other important Scottish cities are 6. Some of the most famous Scottish food and drink are
a) Bristol, Birmingham and Liverpool. a) whisky, Christmas pudding and cheese.
b) Glasgow, Inverness and Aberdeen. b) Guinness beer, Porter cake and Yorkshire pudding.
c) Swansea, Newport and Caernarfon. c) black pudding, shortbread and whisky.
3. In Scotland people speak 7. One of the most important events in Scotland is

a) English and Gaelic. a) the Highland Games.
b) English and German. b) Royal Ascot.
c) English and Irish. c) Henley Royal Regatta.
4. Some of the national symbols of Scotland are 8. One of their most famous Queens was
a) the rose and Big Ben. a) Queen Mary.
b) the shamrock and the harp. b) Queen Elizabeth I.
c) the thistle and the bagpipes. c) Queen Anne.
II – While-viewing
Graham is a teenager like you. Watch the video, take some notes and fill in the table with information
about him.
Country/Nationality
Where he lives
Family
Favourite sports
Other activities/hobbies
Plans for the future

III – After-viewing
Answer the following questions about the video.
1. Are there any differences between Graham’s family life and Portuguese family life?
____________________________________________________________________________________________
2. What about Graham? Do you think he leads a very different life from Portuguese teenagers?
____________________________________________________________________________________________
3. What surprised you most about this video?

____________________________________________________________________________________________
4. What are your impressions of Scotland? Choose three adjectives to describe this country.
____________________________________________________________________________________________

D V D – T H AT ’ S M E ! – N A E L A I N B R I S T O L
Name ________________________________________________________________ No. ________ Class _________
Date ____ /___ /____ Prof. _____________________________________________
I – Pre-viewing
Look for some information about the city of Bristol
on the Internet, in books or encyclopaedias and fill
in the table about it.
Geographical location
Number of inhabitants
Rivers
Interesting places
Main events
Watch Naela’s video, take notes and complete the diagram about her.
Family Life
Interests and activities Naela Best friends
Ambitions
Naela likes keeping a diary. Write a page of her diary based on what you have seen.

D V D – T H AT ’ S M E ! – R Ó I S Í N I N C A R N A
Name ________________________________________________________________ No. ________ Class _________
Date ____ /___ /____ Prof. _____________________________________________
I – Pre-viewing
A. How much do you know about Ireland?
Read the questions and circle the correct answer.
1. Ireland is 5. Some of the national symbols of Ireland are

a) a republic. a) the rose and Big Ben.
b) a monarchy. b) the shamrock and tweed.
c) a federation. c) the thistle and tartan.
2. The capital of Ireland is 6. The national Saint of Ireland is

a) Cardiff. a) St. Patrick.
b) London. b) St. George.
c) Dublin. c) St. David.
3. Ireland became separated from the UK in 7. The most famous Irish beer is
a) 1911. a) Carlsberg.
b) 1921. b) Budweiser.
c) 1931. c) Guinness.
4. The majority of Irish people are 8. One of the bands below is Irish. Which one is it?
a) Catholics. a) The Beatles.
b) Protestants. b) Rolling Stones.
c) Orthodox. c) U2.

Watch Róisín’s video, take notes and complete the flow chart about her.
Country
______________
Róisin
Family Free time activities Part-time job
A. Draw a similar chart about yourself.
1. When you finish swop your chart with your partner.
2. Introduce your partner to the class, using information from the chart.
B. Write three questions you would like to ask Róisin if you had the opportunity to meet her.
1. ______________________________________________________________ ?
2._______________________________________________________________ ?
3. ______________________________________________________________ ?

D V D – E AT I T !
Name ________________________________________________________________ No. ________ Class _________
Date ____ /___ /____ Prof. _____________________________________________
I – Pre-viewing
A. Answer the following questions.
1. Who cooks at your place?
2. What dishes, snacks or other food do you cook?
3. When do you make them?
4. Are you a fan of typical Portuguese dishes or desserts?
5. Which are your favourite?
B. Do you know the name of the following kitchen tools and appliances? Label the pictures with the
correct words from the box.
wooden spoon
pot
grill
toaster
1. 3. 5. 7. 9. grater
tin-opener
chopping board
sieve
frying-pan
whisk
2. 4. 6. 8. 10.
Part I – Graham from Scotland
2 pork and leek
A. Look at the list of ingredients from 2 slices of
Graham’s recipe. There are some 2 slices of black (optional)
ingredients missing. Watch the 2 eggs
video and take notes to complete it. 1
2 buns
some

B. Graham usually prepares this recipe very carefully but today he was a bit nervous and everything is a
complete mess. From what you have seen help him to order the different parts of the recipe and
rewrite it correctly.
Do the sausages and be careful that they don’t burn. Then cook the black pudding for a while.
Put an egg in each bun, a bit of bacon and close them. Make space in the frying-pan for the eggs and tomato.
Let the butter melt and throw the eggs in. Get the rolls and open them.
Turn the heat on. Put the bacon in.
Take the skin off the black pudding and enjoy your meal. Cover with a lid.
Stab the sausages.
Part II - Rósin’s BLT
A. Watch the video and answer the following questions about it.
1. What do the initials BLT stand for? ____________________________________________________________________________________________________
2. What products do you need to prepare it? ____________________________________________________________________________________________________
3. How did you find this recipe? Tick the adjectives that best fit your opinion.
easy complicated healthy

difficult light disgusting
greasy expensive fast
tasty cheap sweet
B. Complete the recipe by filling in the gaps with the missing verbs in the correct tense.
(Some are used more than once).
1. ____________ the grill to 250ºC. to put
2. ____________ the bread. to turn on
3. ____________ some lettuce and a tomato into slices. to grate
4. ____________ some cheese. to toast
5. ____________ some mayonnaise on the toast . to cut up
6. ____________ the lettuce on first and then the tomatoes. to get
7. ____________ the grilled bacon and _________ it on the bread. to put back
8. ____________ some cheese on the top. to place
9. ____________it _________ in the grill again and _________ the cheese melt. to let
to sprinkle
Who in the class is the best at cooking? Find out about this and make a similar video about a Portuguese
dish, dessert or snack.
1st – Decide who is going to cook.
2nd – Ask his/her parents for permission.
3rd – Decide who is going to film and help with the necessary material.
4th – Choose a recipe and put it into correct English.
5th – Prepare the ingredients, the kitchen and the things you are going to say.
6th – Start acting (in English, of course) and good luck.

SOLUÇÕES DAS FICHAS DE EXPLORAÇÃO DA LEITURA EXTENSIVA
Chapter 1
II
A. 1. The action takes place in front of school. 2. The three friends are talking about part-time jobs.
B. 1. F 2.T 3. F 4. T 5. T
C. 3; 4; 2; 6; 1; 5
D. 1. a) 2. c) 3. b)
E. 1. Newpapers delivery 2. Car washing 3. Baby-sitting 4. Golf caddy 5. Dogs walking 6. Activity centre monitor 7. Watering
plants 8. Life guard
Chapter 2
I - 1. bedside table 2. carpet 3. wardrobe 4. bin 5. chest of drawers
II
A. Gabriel; 14 Style Parade; on Wednesday and Thursday afternoons and Saturdays; He wants to do an acting course; He wants
to become an actor.
C. 1. According to Gabriel Steven is very spoiled and likes to show off. 2. He doesn’t get along with Steven because Steven has
everything he wants and he likes to call him a loser. 3. Besides working at the clothes shop, he plans to wash cars and to deliver
newspapers. 4. … because if he loses the bet, he loses the chance to go to New York.
Chapter 3
II
A . 1. Steven got a job at Style Parade. 2. He is going to work there on Saturday and on Wednesday afternoon. 3. He decided to
start to work only because of the bet. 4. He plans to work as a golf caddy.
B. 1. newspaper delivery boy 2. on Sundays 3. I wanted the job 4. I need the money 5. My father can’t afford…
Chapter 4
I
A. job; Saturday; manager
II
A. 1. c 2. b 3. b
B. Free answer
C. 1. full 2. late 3. happy 4. privately 5.smart 6. badly
D. funny, funnier than, the funniest; good, better than, the best; smart, smarter than, the smartest; bad; worse than, the worst;
easy, easier than, the easiest; hard, harder than, the hardest; nice, nicer than, the nicest; important, more important than, the
most important; irresponsible, more irresponsible than, the most irresponsible
E. happy, happily; smart, smartly; proper, properly; total, totally; bad, badly; hard, hard; good, well
Chapter 5
II
A. things; bet; feelings; guy; invited; watch; went; surprise; Besides; lots of; common
B. 1. When were Gabriel an Steven working at Style Parade? 2. Who was Gabriel talking to? 3. What’s Gabriel’s favourite actor?
4. Why is Gabriel saving money? 5. Where did the two friends watch DVD’s?
Chapter 6
II
1. met because the betting time was over. 2. because he bought a T-shirt. 3. the two boys seemed friendly to each other.
4. and business don’t mix. 5. 127 pounds. 6. that both boys won the bet and became friends

SOLUÇÕES DAS FICHAS DE EXPLORAÇÃO DO DVD
That’s me!
1. Graham in Inverness
I – Pre-viewing
A. 1. b) 2. b) 3. a) 4. c) 5. b) 6. c) 7. a) 8. a)
A. Country/ Nationality: Scotland/ Scottish; Living Place: Inverness in Scotland; Family: Mother (Fiona), father (David), two
sisters (Kirstey and Chaterine); Favourite sports: Football, hockey and rugby; Other activities or hobbies: Playing the guitar,
participating in the group “Youth Voice”; Plans for the future: Taking a summer job next summer holidays and buying a new
guitar; becoming a doctor
2. Naela in Bristol
Family Life: it’s a family of four: her mother (Anna), her sister Lanie and her siater Daisy; Interests and Activities: climbing,
writing poetry and stories, interior design, going shopping and hanging out with friends; Best Friends: Hazel, Sean, Kai and
Freya; Ambitions: to be a star and to be rich
3. Róisin in Carna
I – Pre-viewing
1. a) 2. c) 3. b) 4. a) 5. b) 6. a) 7. c) 8. c)
Country: Ireland; Family: parents, brother (Paráic) and sister (Martha), aunt ; Free time activities: playing basketball, going to
church, going shopping, drama, dance, going out with friends, going to the cinema; Part-time job: she is a waitress at a hotel to
get money to buy clothes, CDs and make-up and to save for the weekend.
Eat it!
Pre-viewing
B. 1. chopping board 2. frying-pan 3. grater 4. tin-opener 5. whisk 6. sieve 7. toaster 8. wooden spoon 9. pot 10. grill
While-viewing
Part I
Graham from Scotland
A. sausages; bacon; pudding; tomato; butter
B. d) a) g) i) h) f) c) j) b) k)
Part II
Rósin’s BLT
A. 1. They stand for Bacon Lettuce and Tomato on toast 2. One needs lettuce, tomato, bread, bacon, cheese and some
mayonnaise.
B. 1. Turn on 2. Toast 3. Cut up 4. Grate 5. Put 6. Put 7. Get; place 8. Sprinkle 9. Put…back; let
Tapescript
GRAHAM IN INVERNESS
GRAHAM (off): Inverness is the most northerly city in the British Isles. It lies in the heart of the Highlands of Scotland amidst some of the
most beautiful and dramatic scenery in Britain. There are towering mountains and deep glens. Inverness is at the mouth of the river Ness.
I’m sure you’ve all heard of the monster Nessie, who lives up the river in the loch. The city is a great place to live. It has one of the lowest
crime rates in Britain. This could be because the people are all really friendly and kind to each other. This may also be the reason that
Inverness is one of the fastest growing cities in Europe. There are many thousands of people here and many more come every year.
GRAHAM: Hi, there! I’m Graham. Do you like my uniform? I have to wear it, because I’m a prefect. This means that I’ve got extra
responsibilities and we have to look after the little children. Well, I’m on my way home now. I’ve just finished my higher exam for
chemistry. I’m absolutely knackered, because it lasted about three hours. And… I guess I’ll see you at home!
GRAHAM: Well, it’s nice to get home and out of my school uniform. Not that it bothers me. It’s just that I feel more comfortable in my
normal clothes.

GRAHAM (off): I really would like a new guitar. However just now I can’t afford one, because my parents give me 50 pounds a month
allowance. I have to buy everything with this, so sadly there’s no money left over.
MUM: Graham! Time to go!
GRAHAM: Yeah! I’m just going Mum, it’ll be two seconds!
GRAHAM (off): In the summer holidays I hope to take a job so that I can earn more money, and I finally will be able to buy my new guitar.
GRAHAM: Yeah, I’m on my way!
GRAHAM IN (off): Just now I’ve got to rush off. I’ve got football training in ten minutes.
COACH MacKAY: We’re going to… have a… just a warm up session without the ball, then a warm up session with the ball followed by a
practice game. This way… Safe stepping… Go!
GRAHAM (off): Well, I’ve not played football for that long, because I used to play more rugby. Now I’m really enjoying my football, though.
I think one of the reasons I like it, is because it’s a challenge of a different sport. I also play in a good team with a good coach, and that
always makes it more fun.
COACH MacKAY: My name is Allan MacKay. I’m deputy head teacher in Millburn Academy, and I also coach the senior football team. The
boys mostly play for clubs in the town and enjoy their school football to such a degree that we’ve been very successful this year, second in
Highland region. Graham has joined the team late in the season. He’s a very good rugby player and hockey player and this has given him
excellent fitness and he’s been a great asset to the team in the second half of the season.
GAELIC BOY: /speaking Gaelic/
GAELIC GIRL: /speaking Gaelic/
GRAHAM: Hi! How are you?
GRAHAM: Come on! You both know that I don’t speak Gaelic. What were you saying about me?
GAELIC BOY: Sorry, we were just saying how good you were on the field today.
GAELIC GIRL: (Yeah, you were…)
GRAHAM: That’s very kind of you! I bet it’s not true, though.
GAELIC BOY: So, see you tomorrow then?
GRAHAM: Oh, I can’t! I’ve got a Youth Voice meeting tomorrow. But I’ll see you on Thursday.
GAELIC BOY: OK! Cheerie.
GRAHAM (off): I’m a member of the Highland Youth Voice. Youth Voice is a parliament of 70 young people from throughout the north of
Scotland. We meet and we discuss a number of topics. We’ve recently succeeded in producing an alcohol awareness leaflet and a video
on the dangers of drugs. Our next project is to develop a card, which will allow young people cheaper transport in the Highlands. We know
that we’ll be successful, because we know people listen to us. We have large debates on our website and last month we met the First
Minister of Scotland.
GRAHAM: He understood that young people would listen better to other young people.
And really that’s what Young Voice is all about: It’s by young people, for young people.
GRAHAM: Well, I thought I could introduce my family to you. This is Kirsty, she’s 15…
KIRSTY: Hey!
GRAHAM: …and she’s really still the baby in the family, because of all five of us she’s the smallest. And right here we’ve got my mum,
Fiona…
MUM: Hi!
GRAHAM: …and people say we look like each other, but I’ll let you decide that for yourselves. And this is my dad, David…
DAD: Hello!
GRAHAM: …and he’s losing his hair even faster than usual at the moment, because in a couple of weeks he’s going to have to teach me
how to drive. And he doesn’t seem too happy about the idea of getting in a car with me. And last but not least is Catherine…
CATHERINE: Hi!
GRAHAM: … who’s 12 years old, and she’s the troublemaker of the family at the minute. And…she’s always got a cheeky smile on her
face.
MUM: With five of us in the family life is really very busy. Tonight everybody is here helping me in the kitchen prepare the meal. We
usually have a rule that if you help to prepare the meal, you don’t have to help clear up. Graham likes to help prepare the meal because

then he can sneak out of the door, and pretend that he’s doing his homework, but really I suspect he’s watching TV. If he doesn’t help me
prepare the meal, then he comes and helps to clear up afterwards.
GRAHAM: We thought that you might like to listen to some Scottish music. This is a traditional song called ‘Westering Home.’ We don’t
play together very often, but I hope you’ll enjoy it all the same.
GRAHAM (off): Now I’m going to tell you about some traditional Scottish things, which I think you may be interested in.
GRAHAM: As you can see, I’m wearing a different kilt. This is because each family belongs to a clan and the clans have different tartans
that they can wear. This is the different tartan, which I was wearing before. This is called the Royal Stewart tartan and is one of the
tartans that I can wear for my clan. You might also notice that I’ve changed my sporran. Sporrans are more for decoration than anything
else, but you can carry your own money and a wallet and… keys and things like that. Something else that’s part of the Highland dress is
the sgian-dubh. This is a knife that you wear in your sock. I would show it to you, but if I drew the blade, then I would have to draw blood
because it’s tradition.
DAD: I think Scottish traditional music has a lot in common with the whole Celtic music tradition. We particularly like it for dancing and
partying. The bagpipes, which I’ve been playing, are very difficult to play with any other instrument. Within the family we do try to play
together. Graham still likes playing rock guitar but has surprised himself by finding how easy it is to play in the rhythm backing with us and
the family group.
GRAHAM (off): Something you might not be so familiar with, though, is the Highland Games. In Inverness we have a large Highland
Games over a whole weekend every summer. The Highland Games is an event with a number of sports, dancing and music.
GRAHAM: In the future I’d like to go to Newcastle University to study medicine.
I’d like to become a doctor.
GRAHAM (off): I hope you’ve enjoyed learning about traditional Scottish culture and lifestyles. I also hope that one day you’ll come and
visit this wonderful country for yourself..
GRAHAM: Anyway, goodbye for now.
NAELA IN BRISTOL
NAELA (off): This is Bristol. It’s a fairly large and busy city… on the Bristol Channel, not far from Wales. The suspension bridge is famous
and so is the old cathedral. We live in a mixed area not far from the city centre. I like my area very much and I’ve lived here for nearly ten
years now, and the people here are so nice and friendly.
NAELA: Hello! I’m Naela and I’m here today at the Climbing Centre near to where I live. This used to be a church but eleven years ago it
was sold and converted into the Climbing Centre. Today it has over 40 000 members, and people from just about everywhere come here to
climb. I’m a beginner but I’m here today to practise my climbing.
INSTRUCTOR: Right. Go up!
NAELA: No, I can’t go any further up.
INSTRUCTOR: Yeah! Hold on…
NAELA: No, I can’t.
INSTRUCTOR: That’s it! You can! Stand up… Go off… Now you climb down. See? Just keep leaning back… And there you go… Tough?
NAELA: Horrible!
INSTRUCTOR: See how much easier that was?
NAELA (off): We are a family of four: my mum, my two sisters and myself. My mum’s called Anna and is very caring. My sister Lanie is an
angel and so is my little sister Daisy. We get along very well and love each other very much. You might wonder about our names, Naela
and Lanie. They’re very unusual. They’re actually made up from my parents’ names, Anna and Larrie.
NAELA: How small were they when you first saw them?
DAISY: They were about… that big!

NAELA (off): I am dyslexic, which means I have great trouble in learning to read and write.
NAELA: It was very hard for me at school as a young child, because everyone else was learning so fast, and I got left behind. When my
mum told me she wanted me to go to a special school for dyslexic children, I was sad to leave my friends and the school I was used to. But
I thought it might help me and make everything easier and that was good. I really liked the dyslexia school because everyone around me
had the same problem as me, and so I felt comfortable and I wasn’t afraid to ask for help. Now everything is much easier for me. I keep a
diary every day, I write poetry and sometimes my own stories. I also help my sister Lanie with her homework because she is also dyslexic.
NAELA: Did you have a good day at school today, Lanie?
LANIE: Yeah.
NAELA: What did you do?
LANIE: Religious Education and Geography.

NAELA: And which one is your favourite?
LANIE: Religious Education.
NAELA: Why?
LANIE: Because Geography is boring and we haven’t got a very nice teacher.
NAELA: So what did you do in Geography?
LANIE: At he moment we’re doing things about Bristol.
NAELA: And?
LANIE: We’re doing interesting facts on it and… and doing…ummm…that we’re famous for fish and chips and something about sticks
and stones in the environment.
LANIE: How do you spell ‘could’?
NAELA: Oh, you know! It’s… ‘C-O-U-Lucky Duck.’
LANIE: ‘C-O-U-Lucky Duck’! That’s a good one! And how do you spell ‘because’?
NAELA: ‘Big Elephants Can Always Understand Small Elephants.’
LANIE: ‘Big Elephants Can Always Understand Small Elephants.’
NAELA: Yeah!
LANIE: It’s a good rhyme!
NAELA: It’s a good way of remembering it.
LANIE: We… We learned one at the school today. It goes: ‘If it ends with Y replace it with an I and add… [clap-clap] …E-S.’
NAELA: Oh, that’s good! ‘If it ends with Y replace it with an I and add… [clap-clap] …E-S.’
LANIE: Yeah! ‘If it ends with…
NAELA AND LANIE: …Y replace it with an I and… [clap-clap] E-S.’ ‘If it ends with Y replace it with an I…’
NAELA: Hello! These are my best friends. This is Hazel.
HAZEL: Hello!
NAELA: This is Sean.
SEAN: Hi!
NAELA: This is Kai.
KAI: Hi ya!
NAELA: And this is Freya.
FREYA: Hey!
NAELA: We go shopping, we hang out and we have a lot of fun.
EVERYONE: Yeah…! Yeah…!
NAELA: Look at the little bin!
THE OTHERS: Beauty!
NAELA (off): Money is always a problem for me. My pocket money is gone long before I get it so I can really only afford window-shopping.
HAZEL: So what are you guys doing for your summer holidays?
KAI: I’m going down to Cornwall for two weeks with Sean and my other friend, Tasha, and we’re going to be like surfing and probably just
go out to the beaches and stuff, which will be quite cool.
NAELA: Oh, you lucky thing!
KAI: Yeah! What are you doing?
NAELA: I might be going on a girlie holiday with my friends to Spain or Metropolis or whatever it’s called.
KAI: Who’re you going with?
NAELA: My friends from college and they’re 16, 17… and there’s four of them…
Oh, no, five of us! Yes! I don’t know…
FREYA: You’re so lucky!
NAELA: One of my main interests is interior design. I also help my mum plan the renovation of our house. The kitchen is ready and I am
now finishing plans for my new room. It’s hard work but I really enjoy it.
MUM: OK.
NAELA: And…
MUM: What have you got?
NAELA: As you can see everything’s quite pink… or pinky-purple. These are the kind of colours I want on my walls, like lilac, pinky kind of
colours. And then the darker purple and darker lilac colours is for the design on top.
MUM: But are you going to have… Are you going to have each wall a different colour?
NAELA: Yeah, so that this…like back wall, where the head…where the bed goes would be lilac.
MUM: Right.

NAELA: And then the wall with the window on it, might be pink.
MUM: OK. Well, I wouldn’t like that but it’s your room.
NAELA: Yeah… Well I think it looks good and it’s modern. You like it, don’t you?
DAISY: Yeah.
NAELA: It will look good.
MUM: OK.
TEACHER: Hi, girls!
GIRLS: Hello!
NAELA: Hello!
GIRL 1: Hello, Kizzy!
TEACHER: Come in!
THE GIRLS: Hi!
GIRLS: Fine…
NAELA (off): I’m very into music, especially singing, and twice a week I take singing lessons.
TEACHER: OK, what I want you to do is put your hands on your stomach. We’re going to start off with our vowels. What I want you to do
is follow me, OK? Keep your… your mouth nice and relaxed, your tongue flat and your mouth open. We’ll start with the vowels, so if I do it
first and you can copy me, OK? Va, va, va, va, va, va, va, va, va…
THE GIRLS: Va, va, va, va, va, va…
TEACHER (off): I started Studio Seven two years ago and the reason for this was to develop young children in the community into
professional artists, and build up their confidence and explore their creativity. I have also, the…one of the main things I think is important
is that the…the Studio Seven membership is…is relatively cheap because the kids in the community can’t afford to go to…a professional
stage school, they just don’t have the funds. So here we only charge five pound a session. We run two sessions, one’s on the Tuesday and
the other one’s on the Thursday, from five thirty to eight thirty. And my ultimate goal as a professional artist myself, is to pass on my
knowledge and develop these children, so that they can go into the entertainment world if they wish to do so.
EVERYONE: …Let it shine, let it shine…
TEACHER: And again…
TEACHER: Naela is one of my students. She’s one of my older students. She’s developing quite well. She… The confidence is a little bit
low at the moment, but that’s what we’re developing now. Her vocal skills are quite excellent.
TEACHER: OK, one more time please, Naela. And remember, diaphragm: keep your throat nice and relaxed and… and open, OK? And I
want you to sing a song for me. OK. Please.
NAELA: ‘You give me butterflies… Got me flying so high in the sky I can’t control my butterflies…’
NAELA: With lots of hard work and dedication I hope that one day I’ll be a star. Then I’ll be rich, and it will put an end to my money
problems.
RÓISÍN IN CARNA
RÓISÍN: Fáilte go Conamara = Welcome to Connemara.
RÓISÍN (off): We’re in the west of Ireland. Connemara is a beautiful area with its vast, unspoiled wilderness, its shores washed by the
waves rolling in from the Atlantic Ocean. There are lovely lakes, streams and rocky hills.
RÓISÍN: Hi! I’m Róisín and I live here in Carna. Come inside! I’ll introduce you to my family. Is that…? I think… I don’t believe this! My
parents are training! Hello, mum!
MUM: Hello, Róisín!
RÓISÍN: Hello, Dad!
DAD: Hello, Róisín! …
MUM: /speaking Irish/
RÓISÍN: /speaking Irish/
DAD: /speaking Irish/
DAD: /speaking Irish/
RÓISÍN: …OK… I’ll leave them to it now, because they’re speaking Irish, and you won’t understand a word they’re saying.
RÓISÍN: I’ll introduce you to my brother and sister now. I’m sure they won’t mind. I doubt they’re doing their homework. This is my brother

Paráic and my sister Martha.
PARÁIC AND MARTHA: Hello!
RÓISÍN: They love playing the Play Station, but I don’t really like football.
RÓISÍN: This is where we do our shopping. Although it might look small they have everything you need. This is the Post Office and, come
to think of it, it might be the last one before you get to the United States.
RÓISÍN: This is the secondary school where I’m now going to school. I’ve been coming here for four years, and I have another two years
left before I go to college. I love it here and I look forward to coming into school every morning.
RÓISÍN (off): There are 200 pupils in our school, and it is a policy to wear school uniforms.
RÓISÍN: This is where I do basketball. It’s my favourite sport and it’s very good exercise. Oh! And that’s my coach, Pat Burke.
COACH: Róisín! Here! Come on, let’s go!
RÓISÍN: I’ve got to go!
COACH: In the game, here we go! Right! Move it, Jim! And quick! Let’s go!
RÓISÍN (off): This is my favourite sport, basketball. I have basketball training every Friday after school. I like it because it keeps my fit and
we have a great basketball team and I like to win.
COACH: My name is Pat Burke. I am the basketball coach here in Carna Community School. I am also the PE teacher in the school. About
sixty girls play basketball out of a hundred girls in the school, and we train two evenings a week after school from four until six. Róisín
joined the basketball club here in the school in first year and has shown steady improvement and very dedicated to her training.
RÓISÍN: This is our lovely local church. There’s nobody here now but it’s usually packed on Sunday mornings and Saturday evenings. That’s
when I come.
RÓISÍN (off): Although young people don’t go to church as often as they used to, for most people around here church is very important. For
me and my family, we go every week. And if I don’t go to church then, personally, I feel guilty.
RÓISÍN: Now I’d like you to meet my friends. This is Naessa…
NAESSA: Hi ya!
RÓISÍN: …who’d be on the tin whistle. Colm, on the accordion. And Róisín who will dance.
RÓISÍN 2: Hello!
RÓISÍN: They have come over today, so that we can have a session, which means that everyone will sing and dance and play traditional
music.
RÓISÍN (off): Traditional music is a very important part of the Irish culture. It gets passed on from generation to generation, and it involves
both the young and the old. There are five of us in the family and we’re all very close. My father is always very busy, so we look forward to
the summer, when we get the opportunity to go on holidays together. Then there’s my sister Martha. She comes to me for advice about
make-up and clothes. And, of course, there’s my brother Park. He is very spoilt by my parents but not by me. He always does what I tell him
to do.
RÓISÍN (off): My mother and I love going shopping together, and we always go for coffee afterwards. We always speak Irish in our family,
of course, because it is the native language.
RÓISÍN (off) : To earn pocket money I waitress at the Carna Bay Hotel. Here I take orders, serve people food and drink and clear tables.
With my pocket money I like to buy clothes, CDs and make-up. Oh, and to save for going out at the weekend!
RÓISÍN (off): Here we are in Galway city, the biggest city closest to Connemara.
People come here for shopping, to go to the cinema or even for a night out.
RÓISÍN: Sitting beside me is Paráic Ó Connaire, a famous playwright from Connemara. Actually Paráic, I’ve starred in one of your plays. I
wonder does he know that?
RÓISÍN: Oh, God! Where is it? I know I had it yesterday! I was coming downtown,
I went into the shop… I came out. I know I had my purse, because I checked and it was there. And now it’s going to be… God!
TEACHER: That’s excellent, Róisín! Could you use that characterisation in your exercise with Frank later on today?
RÓISÍN: Yeah, sure.
TEACHER: Great!
TEACHER: In this scene let you be the employer…
RÓISÍN: OK.
TEACHER: …and you’ll be the employee. And initially you play it with a high status.
RÓISÍN: OK.
TEACHER: Initially, play it with a low status. When I clap my hands gently, you’ll switch status and stay in the same characters.
RÓISÍN: Etha Dunne, please! What time do you call this, Etha?
RÓISÍN (off): For as long as I can remember I have always loved acting, and I’m so happy now that I joined the drama class with Claire,
because she has taught me so much about improvisation and how to have more confidence in myself.

ETHA: Listen, just because you’re my boss doesn’t mean you can boss me around, OK? I…
I work long, hard hours for you! I’m a brilliant worker, OK? I mean some people don’t come here till…like what, ten o’clock? And you’re
giving me a hard time for being 30 minutes late?
RÓISÍN: Yeah, but I am your employer.
ETHA: Yeah…
RÓISÍN: I pay you, don’t I?
ETHA: (Yeah…)
RÓISÍN: And I pay you good money, don’t I, Etha?
ETHA: Yeah, yeah, brilliant, brilliant money…
RÓISÍN: So why…?
TEACHER: Cut! Excellent! Weren’t they good? Weren’t they good? OK…
RÓISÍN (off): This is my third year doing dance. Watching famous people sing and dance on the TV inspired me to take it up. I really love to
move to the rhythm and beat of the music.
TEACHER: Over the top. Ready! And…one, two, three, four, five, six, seven, eight.
That was great, Róisín! Well done!
RÓISÍN: After a long day in the city with drama and dance classes I love to come to my aunt’s house here in Galway, and meet up with my
friends to prepare for a night out.
AUNT: (Ah…!)
RÓISÍN (Hey!)
AUNT: Hello, Róisín! You’re welcome.
RÓISÍN: (How are you? )
AUNT: How are you?
RÓISÍN: Fine, thanks. How are you?
AUNT: Did you have a nice day in town?
RÓISÍN: Great, good, yeah...
AUNT: Oh, you’re looking lovely! How are you?
GIRL 1: Are you wearing this? Do you want to wear this? What is this…?
GIRL 2: (It’s OK?)
RÓISÍN: Maybe this one here…
RÓISÍN (off): I have many friends but Róisín and Naessa are my best friends.
GIRL 1: (Or even… No…?)
RÓISÍN: I’ve known them for many years, and we do everything together.
GIRL: Oh yeah! Oh yeah! We’ll cover your face. That’ll be good for you!
GIRL 2: Sod off!
RÓISÍN (off): I know it sounds strange, but I’m telling the truth when I say
we never, ever fight.
GIRL: (You look beautiful…)
RÓISÍN (off): I have two more years left in school, before I move on to college
and I will miss the teachers and my friends when I leave.
GIRL 2. I believe you…
GIRL 1: No, seriously…
RÓISÍN: Well, we’re all ready to go to the cinema now, and we’re going to meet up
with some of our other friends there. Hi!
THE GIRLS: Hello!
FRIENDS: Hi! Hi!
RÓISÍN: Well, OK. I leave you here now = Fágtha mé anseo sibh.
It’s been great talking to you. Bye! So long!
GRAHAM’S FRIED BREAKFAST

-This morning I’m gonna make you a fried breakfast and I’ll show you some of the ingredients here.
-Two different types of sausages. These sausages are pork and leek sausages and they’re the most delicious sausages I’ve ever tasted.
They’re just the best!
-This bacon is also absolutely delicious.

-Something else you might not have seen before is black pudding. This is a traditional Scottish delicacy.
-And it is made from sheep bits and it’s soaked in the blood of the sheep. Obviously it wouldn’t be a fry-up without eggs and tomato.
-The first thing I’ve got to do is to turn the heat on for the frying pan.
-And now what I’m going to do, is stab the sausages, because otherwise they’ll burst open, down here, when they go in the heat.
-I’m doing the sausages first because they take the longest to cook and I don’t want to be waiting for them when everything else is ready.
-Every now and then you have to check that it’s not burning, because that doesn’t really taste very nice.
-Now I’m going to cook the black pudding. If you look at it you see that it has got skin on it. But you have to leave the skin on, because if
you don’t leave it on, then the thing falls to bits, when you put it in the frying-pan.
-We’ll leave that to cook for a while.
-Well, now I’m going to put the bacon in, so we’re nearly done.
-I’ll take the bacon and I’ll just put that in. And while that’s cooking itself, I’ll go and get my rolls.
-Now I’m going to make some room in the pan, so I’ve got space for my eggs and my tomatoes.
-So if you use a wee bit of butter, just like that, it tastes so much better.
-Let the butter melt and now we can throw the eggs in.
-Just to keep it hot we’ll cover it all with a lid.
-Well, I’ve cooked all that food but I forgot my vegetables, so I’ll put the tomatoes in just now and put that back on to the heat.
-And so we’re nearly there.
-Well, it looks like it’s about ready now. So I’ll take it over here and see how I can manage to fit it into my plate.
-I put an egg in each bun and I’ll have a bit of bacon with that.
-And I need to close them, so there’s room on the plate for the rest.
-Well, now that I’ve got everything ready I can take the skin off the pudding. Here you go and now you can sit down and start to eat.
-A meal like this will keep me going for the whole day!
RÓISÍN’S BLT
-Hello! Now I’m going to make BLT; bacon, lettuce, tomato, on toast.
I make that sometimes after school, because it is easy to make and fast.
-So now I have to grab a few things from the fridge.
-The ingredients you need are: lettuce, tomatoes, some bread, bacon, cheese and of course some mayonnaise.
-Now we have to turn on the grill. We turn it to about 250.
-Now we’ll toast the bread.
- OK, we’ll cut up some lettuce. OK, that should be enough.
-Then you’ll cut up your tomato. You cut it in four slices. OK
-And then you need to grate some cheese.
-Oh, the toast is ready!
-You see, nice and brown.
-Then you put some mayonnaise on it. OK. That’s the mayonnaise. Spread it like this, and over here.
-Then you just get your lettuce. You put the lettuce on first, just put it nice, just a bit. And then you just put the tomatoes on, four, that’s one
in every corner.
Beep, beep
-Oh, the bacon should be ready now!
-OK, you just get the bacon and you place it on top. One here and one here.
-Now, there’s just one more thing left for me to do. Now, we’ll just sprinkle some cheese on the top. I put lots of cheese, just like this. It’s
very messy.
-You just take this slice and you put it back under the grill again.
-You just leave it there for another few minutes and let the cheese melt.
-I just take this with me now because I think it’s ready.
-It is. Just put this on top and you bite into it.
-Uh, hot! It is really hot!

GUIÃO DE UTILIZAÇÃO DAS TRANSPARÊNCIAS
Transparência 1 – Holidays
Esta transparência enquadra-se na exploração temática da unidade 0, Holidays, e poderá ser utili-
zada pelo professor, inicialmente, como motivação para a unidade ou quando esta temática já tiver
sido explorada, para testar e consolidar os conhecimentos dos alunos relativamente ao vocabulá-
rio adquirido. Para além dos diversos tipos de férias, o professor poderá, ainda, pedir aos alunos
que identifiquem ou imaginem objectos com elas relacionados, o estado do tempo, etc.
Transparência 2 – Sports
À semelhança da transparência anterior, esta transparência também visa a exploração ou a conso-

lidação dos nomes das várias actividades/desportos e respectivos equipamentos. Em alternativa, o
professor poderá ainda, a partir das imagens, levar os alunos a manifestarem os seus interesses e
preferências em relação a práticas desportivas e actividades de lazer.
Transparência 3 – Technologies
Para além da identificação dos diversos equipamentos tecnológicos, o professor pode organizar
um brainstorming em que solicita aos alunos que indiquem adjectivos e/ou verbos que associam
às diversas tecnologias representadas nas imagens. Posteriormente, poderão ainda escrever uma
frase para cada imagem utilizando o vocabulário sistematizado.
Transparência 4 – What can you buy here?
Com a apresentação desta transparência, o professor poderá relembrar os nomes das diversas
lojas e colocar aos alunos a questão – What can you buy here? – para verificar a aquisição de
vocabulário relacionado com comidas, bebidas e até outros produtos.
Transparência 5 – Going to the supermarket
Esta transparência visa, sobretudo, exercitar os diversos containers, mas poderá também ser canali-
zada para a identificação de countable e uncountable nouns. O professor poderá também pedir aos
alunos que escrevam e representem um diálogo relacionado com as compras de supermercado.

Transparência 6 – Where to eat?
Como complemento às imagens do Manual, o professor encontrará nesta transparência imagens

para explorar a identificação dos diversos eating places associados à cultura britânica e america-
na. O professor poderá, ainda, explorar a transparência questionando os alunos sobre os locais
que costumam frequentar e com quem, quais os seus favoritos ou que gostariam de experimentar
e o tipo de comida que cada um oferece.
Transparência 7 – What are they wearing?
Esta transparência surge aqui enquadrada na temática das roupas, abordada na unidade 3,
Fashion File, e visa sobretudo, consolidar a capacidade dos alunos para descrever as roupas das
pessoas e identificar estilos. No entanto, também poderá ser utilizada para rever a descrição físi-
ca, colocando o professor a questão: What do they look like? -.
Transparência 8 – British Press
Em relação a esta transparência, o professor poderá optar por pedir aos alunos que identifiquem
as diferentes secções de jornal em que poderão encontrar estas notícias, bem como o tipo de
jornal em que acham provável encontrá-las – popular or quality paper – ou, por outro lado, apro-
veitar as notícias apresentadas e proceder à sua exploração oral e/ou escrita.
Transparência 9 – Radio
Esta transparência apresenta uma grelha de programação de rádio que poderá ser aproveitada
para expandir o tratamento deste mass media, um pouco menos explorado no Manual. Os alunos
poderão tentar explicar de que tipo de programas de rádio se trata, manifestar preferências, fazer
sugestões e comparar com a rádio portuguesa.
Transparência 10 – Festivities File
Esta transparência sobre a temática das festividades poderá ser apresentada aos alunos como
warming-up às celebrações apresentadas no Manual, relembrando assim os alunos de outras
datas festivas que não constam no mesmo ou então, o professor poderá optar por explorá-la a pro-
pósito de uma outra celebração, em relação à qual não consta nenhum material no Manual, mas
que em virtude do calendário lectivo, lhe dará jeito abordar.
Poderá, ainda ser feita a divisão entre celebrações relacionadas com a cultura americana e cele-
brações relacionadas com a cultura britânica.

CD ÁUDIO
Unit 1
Comprehension File
Teens and mobile phones
Melissa, 12, Liverpool

“I believe I can’t do anything without my mobile phone. It’s got all my numbers on, my info and I can’t call my mates without it.
The only thing is the amount of money I spend on it... But I love my little mobile phone and I can’t go anywhere without it.”
Rachel, 13, Grantham

“The must-have item for everyone is a mobile phone, but I think that only mature people should have one. I can’t agree with the
idea that children must have one. They are just wasting money and time and it can damage their health. Lots of teens take them
to school but I don’t see the real need for that as schools will phone home if there are any problems.”
Stephen, 15, Antrim

“I agree. Mobiles are addictive. Mobiles are cool, but they are so dangerous and once you get one you can’t put it down. In my
case, I’m not addicted to my mobile but I always have it with me so that I feel safe.”
Simon, 13, London

“My mobile phone is always on. I charge it up every night. I am always texting, but never phone people. Texting is so much bet-
ter. Texting is so addictive, once you start you just can’t stop.”
Thanksgiving Day
Song: “Thanksgiving” by Sara Jordan
You see, when the Pilgrims came to the New World,

They worked very hard to grow crops of food.
After much hardship, they met with success
And were in a festive mood.
The first year they settled was very harsh

Over half of the Pilgrims died
They owed their thanks to a native Indian,
“Squanto”, who kept them alive.

3. Regulação
do Processo de
Ensino-Aprendizagem

UNIT 0 TEST A
Name ________________________________________________________________ No. ________ Class _________
Date ____ /___ /____ Prof. _____________________________________________
I – Comprehension: Reading
A. Read Marguerita’s letter to her Irish pen friend, Nora.
18th September 2007
Dear Nora,
I loved your postcard from the Bahamas. Sorry, I didn’t write sooner but I was away on
my summer holiday when it arrived. Then I had to get ready to go back to school, so I didn’t
have much time to write to all my friends, but I’m going to do it now.
My summer holiday was terrific. In July I went to Portugal with my family. My uncle lives in
the Algarve and we also have a flat there. My cousins and I are about the same age, so we
always have a great time together. Some friends of ours invited us to go on a boat trip to
the caves along the coast and I found it really amazing.
Then I spent three weeks in an international school at Bradfield in England to improve my
English. I became much more confident and I made lots of friends from different parts of the
world. It may seem a bit boring because we had classes but I didn’t find it boring at all.
Classes started at 9.00 and finished at 12.30 and we enjoyed ourselves a lot because we
learned things in a funny way. We made videos and wrote magazine articles among other
things. After lunch we had drama, arts and crafts, treasure hunt or we went for a short
walk. Later we played sports like tennis, baseball, volleyball or football. Sometimes we went
swimming too. In the evening we could watch films, organise a karaoke or take part in one of
the many special nights they prepared for us. At the weekend we always had a barbecue
when the weather was nice (unfortunately it was a bit rainy on the last week) and on
Saturday night we all went to the discos. Every Friday we went in a trip to a famous British
city and I took the chance to buy lots of souvenirs and some nice clothes too. Britain has
wonderful scenery and I was really impressed with London, Oxford and Cambridge. I wish I
could study at one of those universities some day.
Maybe next year I will go to an international school in Ireland. I’ve already talked to my
parents about that and they say they will see what they can do. Perhaps we could meet
then. I will tell you about it later. Please write and tell me more about yourself. How is the
new school year going?
Love from,
Marguerita

B. True (T) or false (F)? Correct the false statements.
1. Marguerita spent her summer holidays in the Bahamas. ________________________________________________
2. Marguerita went to Portugal for the first time. ________________________________________________
3. She spent some weeks abroad on a summer course. ________________________________________________
4. She didn’t like the idea of having classes during the summer. ________________________________________________
5. She asked her parents to visit Nora next summer holiday. ________________________________________________
C. Answer the questions about the text.

1. Why didn’t Marguerita write sooner? ___________________________________________________________________
2. Where did she spend her summer holiday? ___________________________________________________________________
3. Did she like being at an international school? ___________________________________________________________________
Justify your answer with a sentence from the text. ___________________________________________________________________
4. What kind of activities did she have there? ___________________________________________________________________
5. What are her plans for next year? ___________________________________________________________________
II – Ability to Learn: Language Use

A. Choose the right word.
1. Marguerita spent a month in the Algarve with her / hers family.
2. Look at this flat on the photo. It’s their / theirs.
3. Is this boy here a friend of your / yours? No, that’s my / mine cousin Carlos.
4. My cousins and I travelled by boat with some friends of our / ours.
B. Fill in the gaps with the Past Simple of the verbs in brackets.
Last Friday all the students _________ (travel) by coach to Oxford. We __________ (start) our visit in the
Ashmolean Museum and then we _______ (go) to St. Martin’s Church but we _________ (not / see) the church.
We just _______ (see) Carfax Tower because they ________ (demolish) all the rest to build a wider road there.
After that, they _______ (drive) us to Oxford. ______ (you / know) that they _______ (found) some of its
colleges in the XIII and XIV centuries? I ______ (be) really impressed with those old buildings.
C. Complete the sentences with the correct form of the verbs in brackets.
1. My parents decided __________ (send) me on a summer course in Britain.
2. I’m planning _________ (attend) a summer course in Ireland next year.
3. I want _________ (become) an English teacher.
4. I expect ________ (improve) my English conversation.
5. She hopes _______ (get) good marks and go to the university.
III – Interaction
Imagine you are one of Marguerita’s pen friends. Write a postcard telling her about your summer holidays.

IV – Production: Writing
Write a text about the beginning of your new school year.
You can mention:
• when it started;
• your first impressions of teachers, subjects, activities, etc.
• the friends you met;
• your plans for the new year.

UNIT 0 TEST B
Name ________________________________________________________________ No. ________ Class _________
Date ____ /___ /____ Prof. _____________________________________________
A. Read Marguerita’s letter to her Irish pen friend, Nora.
18th September 2007
Dear Nora,
I loved your postcard from the Bahamas. Sorry, I didn’t write sooner but I was away on
my summer holiday when it arrived. Then I had to get ready to go back to school, so I didn’t
have much time to write to all my friends but I’m going to do it now.
My summer holiday was terrific. In July I went to Portugal with my family. My uncle lives in
the Algarve and we also have a flat there. My cousins and I are about the same age, so we
always have a great time together. Some friends of ours invited us to go on a boat trip to
the caves along the coast and I found it really amazing.
Then I spent three weeks in an international school at Bradfield in England to improve my
English. I became much more confident and I made lots of friends from different parts of the
world. It may seem a bit boring because we had classes but I didn’t find it boring at all.
Classes started at 9.00 and finished at 12.30 and we enjoyed ourselves a lot because we
learned things in a funny way. We made videos and wrote magazine articles among other
things. After lunch we had drama, arts and crafts, treasure hunt or we went for a short
walk. Later we played sports like tennis, baseball, volleyball or football. Sometimes we went
swimming too. In the evening we could watch films, organise a karaoke or take part in one of
the many special nights they prepared for us. At the weekend we always had a barbecue
when the weather was nice (unfortunately it was a bit rainy in the last week) and on
Saturday night we all went to the discos. Every Friday we went on a trip to a famous British
city and I took the chance to buy lots of souvenirs and some nice clothes too. Britain has
wonderful scenery and I was really impressed with London, Oxford and Cambridge. I wish I
could study at one of those universities some day.
Maybe next year I will go to an international school in Ireland. I’ve already talked to my
parents about that and they say they will see what they can do. Perhaps we could meet
then. I will tell you about it later. Please write and tell me more about yourself. How is the
new school year going?
Love from,
Marguerita

B. Answer the questions about the text.
1. Why didn’t Marguerita write sooner? _____________________________________________________________________
2. Where did she spend her summer holiday? _____________________________________________________________________
3. Did she like being at an international school? _____________________________________________________________________
Justify your answer with a sentence from the text. _____________________________________________________________________
4. What kind of activities did she have there? _____________________________________________________________________
C. Complete the sentences according to the ideas of the text.

1. She spent the first month of her holiday ___________________________________________________.
2. They had English lessons from _________________________________________________________.
3. Classes weren’t boring because ________________________________________________________.
4. At the end of the day they could ________________________________________________________.

A. Choose the right word.
1. Marguerita spent a month in the Algarve with her / hers family.
2. Look at this flat on the photo. It’s their / theirs.
3. Is this boy here a friend of your / yours? No, that’s my / mine cousin Carlos.
4. My cousins and I travelled by boat with some friends of our / ours.
B. Fill in the gaps with the correct tense of the verbs in brackets.
Last Friday all the students _________ (travel) by coach to Oxford. We __________ (start) our visit in the
Ashmolean Museum and then we _______ (go) to St. Martin’s Church but we _________ (not / see) the church.
We just _______ (see) Carfax Tower because they ________ (demolish) all the rest to build a wider road there.
After that, they _______ (drive) us to Oxford university. ______ (you / know) that they _______ (found) some of
its colleges in the XIII and XIV centuries? I ______ (become) really impressed with those old buildings.
C. Complete the sentences with one of these verbs in the correct form: attend, send, get, become,
improve.
1. My parents decided __________ me on a summer course in Britain.
2. I’m planning _________ a summer course in Ireland next year.
3. I want _________ an English teacher.
4. I expect ________ my English conversation.
5. She hopes _______ good marks and go to the university.
III – Interaction
Imagine you are one of Marguerita’s pen friends. Write a postcard telling her about your summer holidays.
Write a text about the beginning of your new school year.

UNIT 1 TEST A
Name ________________________________________________________________ No. ________ Class _________
Date ____ /___ /____ Prof. _____________________________________________
I – Comprehension: Listening/Reading
A. Listen carefully to the text and fill in the gaps with the missing words.
Today’s American (1)___________ live in a world enveloped by communication (2) ___________; the
Internet and (3) ____________ have become a central force that fuels the rhythm of daily life.
The number of teenagers using the Internet has grown 24% in the past four years and 87% of those between
the ages of 12 and 17 are online. Compared to four years ago, teens’ use of the Internet has intensified and they
log on more often and do more things when they are (4)__________.
Among other things, there has been significant growth over the past four years in the number of teens who
play (5)___________ on the Internet, get news, shop online, and get health (6)___________.

B. Read the text carefully.
Today’s American teens live in a world enveloped by communication technologies; the Internet and cell phones
have become a central force that fuels the rhythm of daily life.
5 log on more often and do more things when they are online.
play games on the Internet, get news, shop online and get health information. Not only has the number of users
increased, but also the variety of technologies that teens use to support their communication, research, and
entertainment desires has grown. These technologies consist of a variety of methods and channels by which
10 young people can communicate with one another as well as with their parents and other authorities.
To them, e-mail is increasingly seen as a tool for communicating with “adults” such as teachers, institutions
like schools, and as a way of giving detailed information to large groups. IM (Instant Message), however, is used
for everyday conversations with multiple friends. It is easier and it is also used as a place of personal expression.
Young people are leading the transition to a fully wired and mobile nation with all its advantages and
15 disadvantages.
in www.pewinternet.org (abridged and adapted)
C. Match both columns according to the ideas of the text.

1. Nowadays teens… a) … has increased a lot in the past few years.
2. The percentage of teens using the Internet… b) … for longer communication with grown-ups.
3. Young people use the Internet for different things such as… c) … prefer to use IM.
4. The e-mail is mainly used… d) … shopping, games and information.
5. With friends, young people… e) … can’t live without communication
technologies.
D. Answer the questions about the text.

1. Give the text a title.
__________________________________________________________________________________________________________________
2. What is the relationship between teens and the Internet?
__________________________________________________________________________________________________________________
3. What kind of things do they do there?
__________________________________________________________________________________________________________________
4. Why do they sometimes prefer the IM service?
__________________________________________________________________________________________________________________

A. Look at the pictures and finish the sentences using the verb given and the appropriate reflexive
pronoun. Make the necessary verb changes.
amuse introduce hurt look
1. We are ___________ 2. The woman _________ 3. The little boy _______. 4. The students are______
a lot. after the conference. ___________on the video.
B. Circle the correct verb tense.

1. “I have called you a thousand times and you won’t leave that computer. What do you do / are you doing?”
“Sorry, mum. I finish / am finishing my research work and I need to get some information from the Net.”
2. They go / are going on a school trip on Thursday morning.
3. He always gets / is getting things ready in advance but this time it was absolutely impossible.
4. “Jeff! Your mobile phone rings / is ringing. Please, answer it.”
5. We think / are thinking that computers are an amazing discovery. We use / are using them every day and
we can’t live without them.
6. “You should be ashamed! You don’t pay / are not paying attention to what I say / am saying right now
because you send / are sending an IM.”
“Sorry, Mr Brown. It won’t happen again.”
C. Fill in the gaps with a modal verb in the negative or affirmative form: should/shouldn’t; can/cannot;
may/may not; would/wouldn’t; must/mustn’t.
1. Sorry, but I ______ help you to solve this. You will have to call a technician. (lack of capacity)
2. He _______ spend so many hours surfing the Net. He will become addicted. (advice)
3. _______ you like to watch these new DVDs at my place? (invitation)
4. I ________ go out tonight. I am grounded for a week. (impossibility)
5. She _________ learn how to use a computer. Otherwise she will lose her job. (necessity)
III – Interaction
Imagine that you are going to a friend’s house after school and you are going to arrive home late because
you have a group project. Send your parents an e-mail to inform them about it.
Explain your point of view about the advantages and disadvantages of new technologies.

UNIT 1 TEST B
Name ________________________________________________________________ No. ________ Class _________
Date ____ /___ /____ Prof. _____________________________________________
A. Listen to the text carefully and fill in the gaps with the missing words.
Today’s American (1) ___________ live in a world enveloped by communication (2) ___________; the
Internet and (3)____________ have become a central force that fuels the rhythm of daily life.
The number of teenagers using the Internet has grown (4) ____________ in the past four years and
(5)___________of those between the ages of 12 and 17 are online. Compared to four years ago, teens’ use of the
Internet has intensified and they log on more often and do more things when they are (6)__________.
play (7)___________ on the Internet, get news, shop online, and get health (8)___________.

Today’s American teens live in a world enveloped by communication technologies; the Internet and cell phones
have become a central force that fuels the rhythm of daily life.
5 log on more often and do more things when they are online.
play games on the Internet, get news, shop online and get health information. Not only has the number of users
increased, but also the variety of technologies that teens use to support their communication, research, and
entertainment desires has grown. These technologies consist of a variety of methods and channels by which
10 young people can communicate with one another as well as with their parents and other authorities.
To them, e-mail is increasingly seen as a tool for communicating with “adults” such as teachers, institutions
like schools, and as a way of giving detailed information to large groups. IM (Instant Message), however, is used
for everyday conversations with multiple friends. It is easier and it is also used as a place of personal expression.
Young people are leading the transition to a fully wired and mobile nation with all its advantages and
15 disadvantages.
in www.pewinternet.org (abridged and adapted)
C. Match both columns according to the ideas of the text.

1. Nowadays teens… a) … has increased a lot in the past few years.
2. The percentage of teens using the Internet… b) … for longer communication with grown-ups.
3. Young people use the Internet for different things such as… c) … prefer to use IM.
4. The e-mail is mainly used… d) … shopping, games and information.
5. With friends, young people… e) … can’t live without communication
technologies.

1. Give the text a title. Justify your choice.
__________________________________________________________________________________________________________________
2. What is the relationship between teens and the Internet?
__________________________________________________________________________________________________________________
3. What kind of things do they do there?
__________________________________________________________________________________________________________________
4. Why do they sometimes prefer the IM service?
__________________________________________________________________________________________________________________
5. Do you agree with the last sentence of the text? Justify your answer.
__________________________________________________________________________________________________________________
E. What about you? How important is the Internet and the mobile phone in your life?
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________

II – Ability to Learn Language Use
A. Look at the pictures and finish the sentences using a verb from the box and the appropriate reflexive
pronoun. Make the necessary verb changes.
look hurt introduce amuse
1. We are ___________ 2. The woman _________ 3. The little boy _______. 4. The students are______
a lot. after the conference. ___________on the video.
B. Complete the sentences with the Present Simple or the Present Continuous of the verbs in brackets.
1. “I have called you a thousand times and you won’t leave that computer. What _________ (you / do)?”
“Sorry, mum. I __________ (finish) my research work and I need to get some information from the Net.”
2. They __________ (go) on a school trip on Thursday morning.
3. He always________ (get) things ready in advance but this time it was absolutely impossible.
4. “Jeff! Your mobile phone_______ (ring). Please, answer it.”
5. We ________ (think) that computers are an amazing discovery. We ________ (use) them every day and we
can’t live without them.
6. “You should be ashamed! You _________(not / pay) attention to what I _________ (say) right now because
you _________ (send) an IM.”
“Sorry, Mr Brown. It won’t happen again.”
C. Fill in the gaps with a modal verb in the negative or affirmative form: should/shouldn’t; can/cannot;
may/may not; would/wouldn’t; must/mustn’t.
1. Sorry, but I ______ help you to solve that problem with your computer. You will have to call a technician.
2. He _______ spend so many hours surfing the Net. He will become addicted.
3. _______ you like to watch these new DVDs at my place?
4. I ________ go out tonight. I am grounded for a week.
5. She _________ learn how to use a computer. Otherwise she will lose her job.
III – Interaction
Imagine that you are going to a friend’s house after school and you are going to arrive home late because
you have a group project. Send your parents an e-mail to inform them about it.
Explain your point of view about the advantages and disadvantages of new technologies.

UNIT 2 TEST A
Name ________________________________________________________________ No. ________ Class _________
Date ____ /___ /____ Prof. _____________________________________________
A. Read the texts carefully.
Teen diet isn’t all junk food
Young people know how to eat wisely, and many do, though it’s hard to resist temptations.
A walk through the food court of any shopping mall confirms the worst reports about teens’ eating habits: kids
share cartons of French fries, bite into cheeseburgers, eat slices of pizza and drink jumbo cups of soda.
Stop and talk to teenagers, though, and many say that they eat junk food mainly when they’re out of their
parents’ sight, especially when they’re hanging out with friends. They have learned what it means to eat healthily, 5
they say, even though they often don’t choose to do so. Let’s read what they say.
I usually skip breakfast and have chips, cookies, candy and soda, bought from school vending
machines, for lunch. I often go to a carryout restaurant after school for French fries, fried rice
and egg rolls. Dinner at home tends to be much healthier, including baked chicken and rice.
I know my mom would prefer that I eat healthier meals. But I don’t have time to eat healthy and 10
junk food is often the quickest way to satisfy my hunger when I’m on the go and that’s common
among busy teenagers.
Porscha Hall
I am a big fresh-fruit eater, which is unusual, I admit, for a 15-year-old.
I love citrus fruit, apples, nectarines and mango. I usually come home around three and I have a
vegetable salad. I know I do this thanks to my parents’ mealtime routines. When I eat out I also 15
try to choose the most healthy dishes but I can’t resist some delicious desserts.
Roy Patel
I enjoy chips, pizza, candy and hot sausages but my mom’s rule of eating a salad with every
meal sticks. I try to do what my mom does with vegetables and stuff. I know it’s good for me.
Sometimes I have a choice not to eat a salad, but I’ll take it anyway.
I’m not a big fried-food eater too and my mom typically keeps fresh fruits in the house which 20
helps me to keep good eating habits.

Rashida Ross
By January W. Payne, Washington Post Staff Writer (abridged and adapted)

B. Who says what?
1. I try to follow my mother’s attitudes towards food. ____________
2. My eating habits are a little different. ____________
3. My parents have certain habits related to meals that have helped me. ____________
4. I’m often in a hurry and that’s why I choose this type of food. ____________
5. I like junk food but I try to eat healthy things too. ____________
6. I don’t have all the meals I should. ____________

1. What’s the usual impression of teens’ eating habits?
__________________________________________________________________________________________________________________
2. According to the writer when do teens tend to opt for junk food?
__________________________________________________________________________________________________________________
3. In your opinion what’s wrong with Porscha’s eating habits?
__________________________________________________________________________________________________________________
4. Find three good eating habits mentioned by Roy.
__________________________________________________________________________________________________________________

A. Make conditional sentences with the given parts.
1. If she ________ (eat) too much junk food, she will have some health problems later.
2. If teens followed their parents advice, they ________ (have) healthier eating habits.
3. If I ________ (not / go) to the mall so often, I wouldn’t buy so much fast food.
4. If we drink too much caffeine, we ________ (have) a bad night’s sleep.
5. I won’t give you more money if you ________ (not / use) it to buy food at school.
B. Fill in the gaps with a relative pronoun: which, whose, who, when, where.
1. All the teens_______ were in the mall answered the quiz about eating habits.
2. The burger bar ________ I had lunch today has opened recently.
3. The yellow box _______ is in the fridge is full of vegetables.
4. The teens _______ parents are fat tend to be fat too.
5. Do you remember the day ______ I cooked for the first time? What a disaster!
C. Complete the table with the degrees of adjectives.

Comparative of Comparative of
Adjective Superlative
Superiority Equality
cheap
good
easy
delicious
fat

III – Interaction
Today Rashida is having lunch in a pizzeria. Complete the dialogue between the waiter and Rashida.
Waiter: Good afternoon. _________________________________________?

Rashida: Yes, please. Could you bring the menu, please?
…
Waiter: Are you ready to order?
Rashida: ________________________________________________________ .
Waiter: _________________________________________________________?
Rashida: Could you bring me a can of coke, please.
…
Waiter: _________________________________________________________?
Rashida: I’ll have strawberries with cream, please.
…
Rashida: ________________________________________________________?
Waiter: Here you are.
…
Waiter: Thanks.
Write a text about your own eating habits.
Don’t forget to mention:
• meals at home and at school;
• positive and negative things related to your eating habits;
• your favourite type of food, dishes, etc.;
• usual eating places.

UNIT 2 TEST B
Name ________________________________________________________________ No. ________ Class _________
Date ____ /___ /____ Prof. _____________________________________________
A. Read the texts carefully.
Teen diet isn’t all junk food
Young people know how to eat wisely, and many do, though it’s hard to resist temptations.
A walk through the food court of any shopping mall confirms the worst reports about teens’ eating habits: kids
share cartons of French fries, bite into cheeseburgers, eat slices of pizza and drink jumbo cups of soda.
Stop and talk to teenagers, though, and many say that they eat junk food mainly when they’re out of their
parents’ sight, especially when they’re hanging out with friends. They have learned what it means to eat healthily, 5
they say, even though they often don’t choose to do so. Let’s read what they say.
I usually skip breakfast and have chips, cookies, candy and soda, bought from school vend-
ing machines, for lunch. I often go to a carryout restaurant after school for French fries, fried
rice and egg rolls. Dinner at home tends to be much healthier, including baked chicken and rice.
I know my mom would prefer that I eat healthier meals. But I don’t have time to eat healthy and 10
junk food is often the quickest way to satisfy my hunger when I’m on the go and that’s common
among busy teenagers.
Porscha Hall
I am a big fresh-fruit eater, which is unusual, I admit, for a 15-year-old.
I love citrus fruit, apples, nectarines and mango. I usually come home around three and I have a
vegetable salad. I know I do this thanks to my parents’ mealtime routines. When I eat out I also 15
try to choose the most healthy dishes but I can’t resist some delicious desserts.
Roy Patel
I enjoy chips, pizza, candy and hot sausages but my mom’s rule of eating a salad with every
meal sticks. I try to do what my mom does with vegetables and stuff. I know it’s good for me.
Sometimes I have a choice not to eat a salad, but I’ll take it anyway.
I’m not a big fried-food eater too and my mom typically keeps fresh fruits in the house which 20
helps me to keep good eating habits.

Rashida Ross
By January W. Payne, Washington Post Staff Writer (abridged and adapted)

B. Who says what?
1. I try to follow my mother’s attitudes towards food. ____________
2. My eating habits are a little different. ____________
3. My parents have certain habits related to meals that have helped me. ____________
4. I’m often in a hurry and that’s why I choose this type of food. ____________
5. I like junk food but I try to eat healthy things too. ____________
6. I don’t have all the meals I should. ____________

1. What’s the usual impression of teens’ eating habits?
__________________________________________________________________________________________________________________
2. According to the writer when do teens tend to opt for junk food?
__________________________________________________________________________________________________________________
3. In your opinion what’s wrong with Porscha’s eating habits?
__________________________________________________________________________________________________________________
4. Find three good eating habits mentioned by Roy.
__________________________________________________________________________________________________________________
5. Rashida may eat some junk food but there is a rule she must follow. What is it
__________________________________________________________________________________________________________________
D. What about you? Do you usually follow your parents’ advice about food?
___________________________________________________________________________________________________________________

A. Fill in the gaps with the correct tense of the verbs in brackets.
First Conditional
1. If / she / eat / too much junk food / she / have / some health problems / later.
__________________________________________________________________________________________________________________
2. If / we / drink / too much caffeine / we / have / a bad night’s sleep.
__________________________________________________________________________________________________________________
3. I / not give / you / more money / if / you / not use / it to buy food at school.
__________________________________________________________________________________________________________________
Second Conditional
4. If / teens / follow / their parents’ advice / they / have / healthier eating habits.
__________________________________________________________________________________________________________________
5. Teens / opt / for better food / if / they / have / more time.
__________________________________________________________________________________________________________________
6. If / I / not go / to the mall so often / I / not buy / so much fast food.
__________________________________________________________________________________________________________________

B. Rewrite the sentences using a relative pronoun.
1. All the teens answered the quiz about eating habits. They were in the mall.
__________________________________________________________________________________________________________________
2. The burger bar has opened recently. I had lunch there today.
__________________________________________________________________________________________________________________
3. The yellow box is full of vegetables. It is in the fridge.
__________________________________________________________________________________________________________________
4. The teens tend to be fat. Their parents are fat too.
__________________________________________________________________________________________________________________
5. Do you remember that day? I cooked for the first time on that occasion.
__________________________________________________________________________________________________________________
C. Complete the table with the degrees of adjectives.

Comparative Comparative of
Adjective Superlative
of Superiority Equality
cheap
good
easy
delicious
fat
III – Interaction
Today Rashida is having lunch in a pizzeria. What does the waiter say.
Waiter: Good afternoon. _______________________________________?
Rashida: Yes, please. Could you bring the menu, please?
…
Waiter: _____________________________________________________?
Rashida: I’d like a piece of pizza no. 36 with mushrooms and pineapple and some salad, please.
Waiter: _____________________________________________________?
Rashida: Could you bring me a can of coke, please.
…
Waiter: _____________________________________________________?
Rashida: I’ll have strawberries with cream, please.
…
Rashida: Could you bring the check, please?
Waiter: _____________________________________________________?
…
Waiter: _____________________________________________________?
Write a text about your own eating habits.

UNIT 3 TEST A
Name ________________________________________________________________ No. ________ Class _________
Date ____ /___ /____ Prof. _____________________________________________
A. Listen to a teenager talking about the influence of designer labels on young people and take some
notes to complete the table.
Name
Age
School year
School name
School groups

Designer labels
Hi! My name is Jonathan Dean. I’m 14 and I’m in the 8th grade. Every day, I walk through my school, Cross
Keys, in Atlanta, Georgia, passing the endless groups and gangs that surround us. A band of Goths, a collection of
Townies, a group of Rockers. We are all labelled – Townie, Goth, Skater, Geek or a Rocker – and it happens as
soon as we leave kindergarten or primary school. We are thrown into the brutal, strange, worrying world of high
5 school and fashion.
Our tastes develop, interests change and we want to show we are almost grown ups. Sometimes even friends
grow apart and there are new responsibilities, new ways of “classifying people”, a sector for every type of person
according to the way they dress and the tastes they have.
Although I feel this is a bad thing, I can’t escape it. There are some classmates of mine who are proud of
10 belonging to a group. Proud to be ‘different’ they say but is it really so?
Why do we allow ourselves to be driven into a band of similar people or to be victims of fashion? The main
reason I find is based on our musical interests that influence what we wear. Rock, Punk, Dance, R&B, Metal. Just
a few of the music types that boom from our stereos, PCs and Mp3s….These, I believe, control and dominate our
style, our taste…even our way of life.
15 Another thing is the fear of being ridiculed for liking something that to others is not ‘cool’ or ‘right’.
There are some who want to be their own person and refuse to belong to these groups. “I don’t want to be a
sheep, I want to be a new sort of person. I’ll do my own thing and live my own life” they say. They try not to be
part of all the mad, crazy world of designer labels. Maybe someday I’ll have the courage to do the same.
C. Are the statements true (T) or false (F)? Correct the false statements.
1. Jonathan is worried about being labelled. _____________________________________
2. He thinks that we start to be victims of designer labels in the kindergarten. _____________________________________
3. He blames music for controlling teen’s lives. _____________________________________
4. He would like to change his attitude towards designer labels. _____________________________________

1. What is Jonathan criticizing about the world of teens?
__________________________________________________________________________________________________________________
2. In his opinion, what changes when students move to high school?
__________________________________________________________________________________________________________________
3. According to him, why do teenagers belong to specific groups?
__________________________________________________________________________________________________________________
4. Do all teens have the same attitude towards groups? Explain your opinion.
__________________________________________________________________________________________________________________
E. Do you see your school the same way Jonathan does? Why / Why not?
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________

A. Fill in the gaps with the missing verb tense: Past Simple or Past Continuous.
1. As I was walking in the playground, I_________ (see) a group of students smoking.
2. When I _________(talk) to Susy, someone passed nearby and ______ (call) me “Dirty Punk”.
3. When I _______ (leave) school, someone pushed me and I ______ (fall).
4. He hurt himself badly while he ________ (skate) at the festival.
5. When I was taking my credit card out of my wallet, a mad guy_________ (point) a gun at us.
B. Put the following into reported speech. Start as shown.

“I don’t want to be a sheep, I want to be a new sort of person. I’ll do my own thing and live my own life” .
One of the boys said that _________________________________________________________________________
_________________________________________________________________________________________________
C. Write sentences in the Present Perfect.

1. We / try / to fight / against the influence of designer labels on teenagers.
__________________________________________________________________________________________________________________
2. I / not buy / new clothes / for ages /.
__________________________________________________________________________________________________________________
3. You / do / ever / something really crazy / ?
__________________________________________________________________________________________________________________
4. She / just / bring / you / some new shirts / .
__________________________________________________________________________________________________________________
5. They / not arrive / from the mall / yet /.
__________________________________________________________________________________________________________________
III – Interaction
Imagine that you are in a chat room answering Jonathan’s worries. What would you tell him?
Write a text about your relationship with fashion.
• your shopping habits;
• how you get the money to go shopping;
• your style and favourite things.

UNIT 3 TEST B
Name ________________________________________________________________ No. ________ Class _________
Date ____ /___ /____ Prof. _____________________________________________
A. Listen to a teenager talking about the influence of designer labels on young people and take some
notes to complete the table.
Name
Age
School year
School name
Where he lives
School groups

Designer labels
Hi! My name is Jonathan Dean. I’m 14 and I’m in the 8th grade. Every day, I walk through my school, Cross
Keys, in Atlanta, Georgia, passing the endless groups and gangs that surround us. A band of Goths, a collection of
Townies, a group of Rockers. We are all labelled – Townie, Goth, Skater, Geek or a Rocker – and it happens as
soon as we leave kindergarten or primary school. We are thrown into the brutal, strange, worrying world of high
5 school and fashion.
Our tastes develop, interests change and we want to show we are almost grown ups. Sometimes even friends
grow apart and there are new responsibilities, new ways of “classifying people”, a sector for every type of person
according to the way they dress and the tastes they have.
Although I feel this is a bad thing, I can’t escape it. There are some classmates of mine who are proud of
10 belonging to a group. Proud to be ‘different’ they say but is it really so?
Why do we allow ourselves to be driven into a band of similar people or to be victims of fashion? The main
reason I find is based on our musical interests that influence what we wear. Rock, Punk, Dance, R&B, Metal. Just
a few of the music types that boom from our stereos, PCs and Mp3s….These, I believe, control and dominate our
style, our taste…even our way of life.
15 Another thing is the fear of being ridiculed for liking something that to others is not ‘cool’ or ‘right’.
There are some who want to be their own person and refuse to belong to these groups. “I don’t want to be a
sheep, I want to be a new sort of person. I’ll do my own thing and live my own life” they say. They try not to be
part of all the mad, crazy world of designer labels. Maybe someday I’ll have the courage to do the same.
C. Are the statements true (T) or false (F)? Support your choices with sentences from the text.
1. Jonathan is worried about being labelled. _____________________________________
2. He thinks that we start to be victims of designer labels in the kindergarten. _____________________________________
3. In his opinion everybody should belong to a group. _____________________________________
4. He blames music for controlling teen’s lives. _____________________________________
5. He would like to change his attitude towards designer labels. _____________________________________

1. What is Jonathan criticizing about the world of teens?
__________________________________________________________________________________________________________________
2. In his opinion, what changes when students move to high school?
__________________________________________________________________________________________________________________
3. According to him, why do teenagers belong to specific groups?
__________________________________________________________________________________________________________________
4. Do all the teens have the same attitude towards groups? Explain your opinion.
__________________________________________________________________________________________________________________
E. Do you see your school the same way Jonathan does? Why / Why not?
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________

A. Fill in the gaps with the Past Simple or the Past Continuous of the verbs in brackets.
1. As I _________ (walk) in the playground, I_________ (see) a group of students smoking.
2. When I _________(talk) to Susy, someone _________ (pass) nearby and ______ (call) me “Dirty Punk”.
3. When I _______ (leave) school, someone _______ (push) me and I ______ (fall).
4. He ________ (hurt) himself badly while he ________ (skate) at the festival.
5. When I _______ (take) my credit card out of my wallet, a mad guy_________ (point) a gun at us.
B. Put the following into reported speech. Start as shown.

“I don’t want to be a sheep, I want to be a new sort of person. I’ll do my own thing and live my own life” .
One of the students said that ______________________________________________________________________
_________________________________________________________________________________________________
C. Write sentences in the Present Perfect.

1. We / try / to fight / against the influence of designer labels on teenagers.
__________________________________________________________________________________________________________________
2. I / not buy / new clothes / for ages /.
__________________________________________________________________________________________________________________
3. You / do / ever / something really crazy / ?
__________________________________________________________________________________________________________________
4. She / just / bring / you / some new shirts / .
__________________________________________________________________________________________________________________
5. They / not arrive / from the mall / yet /.
__________________________________________________________________________________________________________________
III – Interaction
Imagine that you are in a chat room answering back to Jonathan’s worries. What would you tell him?
Write a text about your relationship with fashion.
• your shopping habits;
• how you get the money to go shopping;
• your style and favourite things.

UNIT 4 TEST A
Name ________________________________________________________________ No. ________ Class _________
Date ____ /___ /____ Prof. _____________________________________________
A. Listen to the news item, take notes and complete the diagram. Part of the information is listed below.
Put it in the correct place and complete the missing parts.
Headline: __________________________________________
Where?
____________________________________
Who?
____________________________
What?
____________________________________________
When?
__________________________
• Dolphins prevent NZ shark attack .

• Three lifeguards and a teenager
• A white shark was nearby and the dolphins swam around the swimmers to protect them from the shark’s
attack.

B. Read this news item carefully.
in http://news.bbc.co.uk (adapted)
C. Pick out sentences from the text with the same meaning as the ones below.
1. According to specialists dolphins often adopt a protective behaviour.
__________________________________________________________________________________________________________________
2. The shark was quietly waiting for the best opportunity to attack.
__________________________________________________________________________________________________________________
3. The dolphins made a lot of noise to send the shark away.
__________________________________________________________________________________________________________________
4. It will be a memorable experience for them.
__________________________________________________________________________________________________________________
D. Complete the sentences according to the ideas of the text.

1. We were training in the sea when a _____________________________________.
2. We waited in the water for ____________________________________________.
3. Suddenly _____________________ appeared and made a protective circle around us.

A. Fill in the gaps with the correct preposition: about, on, of, with, at. Some are used more than once.
1. I’m proud ____ my daughter because she didn’t panic.
2. I am worried ____ these attacks on the beach.
3. I agree ____ the specialists when they say there are more attacks by man on sharks than the opposite.
4. They depend ____ other species to survive and they are becoming extinct.
5. The show was hilarious and they laughed a lot _____ its jokes.
6. My colleague looked ____ me without knowing what to do.
7. I’m fond ____ all animals except snakes and sharks.
B. Rewrite the sentences in the passive voice.

1. White sharks often attack swimmers. Swimmers _______________________________________ .
2. Dolphins usually adopt a protective behaviour. A protective behaviour__________________________ .
C. Make nouns by adding a suffix to the words below and write them in the correct column of the table.
library develop report operate biology conscious creative weak

original educate save music art transform arrange inform
-er -or -ian -ist -ment -ation -ness -ity
III – Interaction
Imagine that you are a journalist and you are going to meet Rob Howes, one of the lifeguards involved in
this incident. Read his answers and complete the interview with the questions you asked him.
J: __________________________________________________?
RH: We only noticed the shark when it was 20 metres away from us.
J: __________________________________________________?
RH: I felt quite uncomfortable even terrified but I tried to stay calm.
J: __________________________________________________?
RH: I have been a lifeguard at this beach for five years.
J: __________________________________________________?
RH: No, I have never been attacked by a shark before.
Nowadays it’s almost impossible to live away from the influence of the media such as the press and
television. However, many people criticize the way they are used by young people, especially TV. Write a
text about the advantages and disadvantages of the mass media.

UNIT 4 TEST B
Name ________________________________________________________________ No. ________ Class _________
Date ____ /___ /____ Prof. _____________________________________________
A. Listen to the news item, take some notes and complete the diagram with the main information.
Headline:__________________________________________
Where?
____________________________________
Who?
____________________________
What?
____________________________________________
When?
__________________________

B. Read this news item carefully.
in http://news.bbc.co.uk (adapted)
C. Pick out sentences from the text with the same meaning as the ones below.
1. According to specialists dolphins often adopt a protective behaviour.
__________________________________________________________________________________________________________________
2. The shark was quietly waiting for the best opportunity to attack.
__________________________________________________________________________________________________________________
3. The dolphins made a lot of noise to send the shark away.
__________________________________________________________________________________________________________________
4. It will be a memorable experience for them.
__________________________________________________________________________________________________________________
5. They are sure the dolphins helped lifeguards on purpose.
__________________________________________________________________________________________________________________
D. Complete the sentences according to the ideas of the text.

1. We were training in the sea when a ______________________________________.
2. We waited in the water for ____________________________________________.
3. Suddenly _____________________ appeared and made a protective circle around us.
E. In what type of newspaper would you probably find this news item? Why?
_________________________________________________________________________________________________

A. Fill in the gaps with the correct preposition.
1. I’m proud ____ my daughter because she didn’t panic.
2. I am worried ____ these attacks on the beach.
3. I agree ____ the specialists when they say there are more attacks by man on sharks than the opposite.
4. They depend ____ other species to survive and they are becoming extinct.
5. The show was hilarious and they laughed a lot _____ its jokes.
6. My colleague looked ____ me without knowing what to do.
7. I’m fond ____ all animals except snakes and sharks.
B. Rewrite the sentences in the passive voice.

1. White sharks often attack swimmers. _________________________________________________
2. The dolphins usually adopt a protective behaviour. ________________________________________
C. Make nouns by adding a suffix to the words below and write them in the correct column of the table.
library develop report operate biology conscious creative weak

original educate save music art transform arrange inform
-er -or -ian -ist -ment -ation -ness -ity
III – Interaction
Imagine that you are a journalist and you are going to meet Rob Howes, one of the lifeguards involved in
this incident. Read his answers and complete the interview with the questions you asked him.
J: __________________________________________________?
RH: We only noticed the shark when it was 20 metres away from us.
J: __________________________________________________?
RH: I felt quite uncomfortable even terrified but I tried to stay calm.
J: __________________________________________________?
RH: I have been a lifeguard at this beach for five years.
J: __________________________________________________?
RH: No, I have never been attacked by a shark before.
Nowadays it’s almost impossible to live away from the influence of the media such as the press and
television. However, many people criticize the way they are used by young people, especially TV. Write a
text about the advantages and disadvantages of the mass media.

SOLUÇÕES DOS TESTES
Unit 0 – Test A 4. is ringing 5. think, use 6. are not paying; am

I saying; are sending
B. 1. False. Marguerite spent her summer holidays in the C. 1. cannot 2. shouldn’t 3. Would 4. may not 5. must
Algarve and at Bradfield in England. 2. False. Her cousin lives
there and her parents have a flat there. 3. True 4. False. She Unit 1 – Test B
didn’t find classes boring. 5. False. She asked her parents to I
go on a summer course to Ireland next year. A. 1. teens 2. technologies 3. cell phones 4. 24% 5. 87%
C. 1. She didn’t write sooner because she was away during 6. online 7. games 8. information
her summer holiday. 2. She spent the month of July in the C/D See Test A
Algarve and three weeks in a summer course at Bradfield in II
England. 3. Yes, she did. “…I became much more confident A/ B/ C See Test A
and I made lots of friends from different parts of the world.”
4. There she had English classes, drama, arts and crafts, Unit 2 – Test A
treasure hunt, different sports, karaoke, barbecues, school I
trips and they could watch films and go to discos. 5. Next year B. 1. Rashida 2. Roy 3. Roy 4. Porscha 5. Rashida 6. Porscha
she would like to take part in another summer course but in C. 1. The usual impression is that they eat and drink lots of
Ireland; so that she could meet her pen friend, Nora. junk food such as French fries, cheeseburgers, pizza and soda.
II 2. Teens tend to opt for junk food when they are out of their
A. 1. her 2. theirs 3. yours; my 4. ours parents sight and hanging out with friends. 3. Porscha’s wrong
B. travelled; started; went; didn’t see; saw; demolished; drove; eating habits are: skipping breakfast and eating lots of junk
Did you know; founded; became food. 4. The three good eating habits mentioned by Roy are:
C. 1. to offer 2. to attend 3. to become 4. to improve 5. to get eating fresh-fruit, eating vegetable salad and opting for
healthy dishes when he eats out.
Unit 0 – Test B II
I A. 1. eats 2. would have 3. didn’t go 4. will get 5. don’t use
See Test A, Activity C. B. 1. who 2. where 3. which 4. whose 5. when
C. 1. … in the Algarve. 2. … 9 o’clock until/ to 12.30. 3. … C. cheaper / as cheap as/ the cheapest; better / as good as /
they learned things in a funny way. 4. … watch films, organise / the best; easier / as easy as / the easiest; more delicious / as
karaokes, participate in one of the special nights and go to delicious as / the most delicious; fatter / as fat as / the fattest
discos on Saturday night. III
II May I help you?; Yes, I would like …; What would you like to
A/ B/ C See Test A drink?; Are you going to eat any of our desserts?; Could you
bring the check / bill, please?
Unit 1 – Test A
I Unit 2 – Test B
A. 1. teens 2. technologies 3. cell phones 4. online I
5. games 6. information B. See Test A
C. 1. e) 2. a) 3. d) 4. b) 5. c) C. 1-4 See Test A 5. She must eat a salad with every meal.
D. 2. The number of teens using the Internet has intensified. II
They log on more often and do more things through the Net. A. 1. If she eats too much junk food, she will have some health
3. They play games, get news, shop online and get health problems later. 2. If we drink too much caffeine, we will get a
information. 4. Sometimes they prefer the IM service because bad night’s sleep. 3. I will not give you more money if you don’t
it is easier and allows personal expression. use it to buy food at school. 4. If teens followed their parents’
II advice, they would have healthier eating habits. 5. Teens
A. 1. amusing ourselves 2. introduced herself 3. hurt would opt for better food if they had more time. 6. If I didn’t go
himself 4. looking at themselves to the mall so often, I wouldn’t buy so much fast food.
B. 1. are you doing; am finishing 2. are going 3. always gets B. 1. All the teens who were in the mall answered the quiz

SOLUÇÕES DOS TESTES
about eating habits. 2. The burger bar where I had lunch today way of life.” 5. True. “Maybe someday I’ll have the courage to
has opened recently. 3. The yellow box which is in the fridge do the same.”
is full of vegetables. 4. The teens whose parents are fat tend II.
to be fat too. 5. Do you remember that day when I cooked for A. 1. was walking; saw 2. was talking; passed; called 3. was
the first time? leaving; pushed; fell 4. hurt; was skating 5. was taking; pointed
C. See Test A B/C See Test A
III
May I help you?; Are you ready to order?; What would you like Unit 4 – Test A
to drink?; Are you going to eat any of our desserts? Here you I
are Miss.; Thank you. Goodbye A. Headline: Dolphins prevent NZ shark attack; Where?: (at a
beach near Whangarei) on the north island in New Zealand;
Unit 3 – Test A Who?: Three lifeguards and a teenager; What?: A white shark
I
was nearby and the dolphins swam around the swimmers to
A. Jonathan dean; 14; 8th; Cross Keys; Townies, Goths,
protect them from the shark’s attack; When?: three weeks ago.
Skaters, Geeks, Rockers
C. 1. “Marine biologists say such altruistic behaviour is not
C. 1. True 2. False. … when we leave kindergarten or primary
uncommon in dolphins” 2. “…as the great white waited
school. 3. True 4. True
secretly under the surface to take its best chance” 3. “…the
D. 1. Jonathan is criticizing the fact that we are all branded and
dolphins were extremely agitated and repeatedly slapped the
tend to behave as a group of similar people. 2. When
water with their tails, presumably to try to make the predator
students move to high school they have more responsibilities,
change its mind” 4. “It is a day they will never forget”.
their tastes develop, interests change and they want to show
D. 1. … white shark menaced us. 2. … 40 minutes. 3. … a
they are almost grown ups. They are also more influenced by
group of dolphins.
fashion. 3. According to him, students belong to specific groups
E. It is most probable to find this type of news in a tabloid
because they want to be different, because they are strongly
because these newspapers like publishing sensationalist news
influenced by music and because they are afraid of being
and big adventures.
ridiculed. 4. No, they don’t. Some refuse to belong to a group
II
and want to be their own person and live their own lives.
A. 1. of 2. about 3. with 4. on 5. at 6. at 7. of
II
B. 1. … are often attacked by white sharks. 2. … is usually
A. 1. saw 2. was talking; called 3. was leaving; fell 4. was
adopted by dolphins.
skating 5. pointed
C. Developer; reporter; saver; operator; educator; librarian;
B. … he didn’t want to be a sheep, he wanted to be a new
musician; artist; biologist; development; arrangement; informa-
sort of person. He would do his own thing and live his own life.
tion; transformation; consciousness; weakness; originality;
C. 1. We have tried to fight against the influence of bands over
creativity.
teens. 2. I haven’t bought new clothes for ages. 3. Have you
III
ever done something really crazy? 4. She has just brought
When did you notice the shark?; How did you feel in that
some new shirts. 5. They haven’t arrived from the mall, yet.
moment?; How long have you worked here (as a lifeguard)?
Unit 3 – Test B Have you been attacked by a shark before?
I
A. Jonathan dean; 14; 8th; Cross Keys; Atlanta, Georgia; Unit 4 – Test B
Townies, Goths, Skaters, Geeks, Rockers I
C. 1. True. “We are all branded - Townie, Goth, Skater, Geek or A. See Test A
a Rocker (…) We are thrown into the brutal, strange, worrying C. 1-4 See Test A 5. “They have no doubt that the dolphins
place of high school and fashion.” 2. False. “… and it acted deliberately to protect them.”
happens as soon as we leave Kindergarten or primary school. D. See Test A
3. False. “Why do we allow ourselves to be driven into a band II
of similar people or to be victims of fashion?” 4. True. “These, I A/ B / C See Test A
believe, control and dominate our style, our taste…even our III See Test A

My Class
Portfolio

Dear Me – Grelha de Registo
Alunos Ano anterior Este ano
Sentimentos Sentimentos Necessidades

N.o Nome
negativos positivos Expectactivas Comportamento de melhoria

Eu e a Língua Inglesa – Grelha de Registo
Alunos Caracterização do aluno Actuação futura

Contactos
Método de c/ língua Na sala Fora da
N.o Nome estudo Potencialidades Fragilidades
inglesa de aula sala de aula

Grelha de Controlo do Projecto ______________________________ Turma ________ do 8.o Ano
Grupo 1 Grupo 2 Grupo 3 Grupo 4 Grupo 5
Nomes
Planificação
Projecto
Distribuição
de papéis
Estratégias
Recursos
©2007
Execução
Gestão de recursos
Pesquisa de
informação
Selecção e tratamento

de informação
Grupo 1 Grupo 2 Grupo 3 Grupo 4 Grupo 5
©2007
Auto-monitorização
Dificuldades
sentidas
Avaliação
do processo
Reformulação
das estratégias

Avaliação
Projecto
Apresentação
do projecto
Participação
dos alunos
Auto-avaliação
Co-avaliação
Avaliação final
Escola __________________________________________________________________ 8.o Ano Turma ________ Data ___________
Grelha de Observação Periódica por Competências Transversais e Específicas
Saber Relacional Saber Instrumental
Desenvolvimento de competências gerais Desenvolvimento de competências específicas
Alunos Saber Aprender

Apresentação Participação Interagir Produzir
Cooperação Compreender
Pontualidade do nas Comportamento Mobilização Falar/ Falar/
Solidariedade Ouvir/Ver/Ler Funcionamento
Material Actividades Saberes Escrever Escrever
da língua
Culturais
©2007
Matriz Base para os Testes de Avaliação Escrita do 8.o Ano
Ano Lectivo ____ /____ Duração da Prova __________
Competências Tipologia de exercícios Critérios de correcção Cotações
Compreender I. Compreensão de um texto I. I. 40%
N.o de questões variável entre 8 e 10

baseada em exercícios dos A. Certo/Errado
Ler/Ouvir seguintes tipos: Justificação: adequada/ A. 10%
Identificação de desadequada
A. Exercício verdadeiro/falso
informações em B./C. B. 25%
ou de escolha múltipla com
função de diversos Adequado/Parcialmente adequado/
justificação da opção ou
tipos de texto Desadequado C. 5%
exercícios de completação
(tabela; frases)
Produzir
Reprodução da B. Perguntas de interpretação
informação recolhida C. Pergunta de carácter geral
(transferência)
N.o de questões varíável

Saber Aprender II. II. II. 30%
A. Preenchimento de textos A. Certo/Errado
entre 10 e 15
Aplicar estratégias/ lacunares A. 12%
B. Certo/Parcialmente certo/Errado
regras de
B. Exercício de construção de
apropriação do B. 18%
frases ou de transformação
sistema da língua
frásica a partir de elementos
estrangeira.
dados
Interagir III. Nível MUITO BOM: Texto sem erros III. 30%
A. Elaboração de diálogos estruturais, adequado ao tema,
Ler/Escrever abertos ou guiados ou apresentando coerência e coesão, A. 12%
Produção de formulação de perguntas clareza de expressão e boa amplitude
mensagens em para respostas dadas, de vocabulário. B. 18%
situações de relação cartas, e-mails, mensagens,
Nível BOM: Texto sem erros estruturais
interpessoal postal, preenchimento de
graves, adequado ao tema,
formulários
apresentando coerência e coesão,
Produzir
B. Produção de um texto clareza de expressão e boa amplitude
Narração de
coerente com cerca de de vocabulário.
episódios/
60 palavras a partir
acontecimentos da Nível SUFICIENTE: Texto fiel ao tema,
das indicações fornecidas
vida quotidiana com alguns erros de estrutura, razoável
Descrição de organização de ideias, expressão às
objectos, lugares, vezes pouco clara, pouca amplitude
personagens de vocabulário, pouca coerência.
Nível INSUFICIENTE: Texto de acordo
com o tema, mas com muitos erros de
estrutura, reduzido número de palavras,
deficiente organização de ideias,
repetição de vocabulário.
Nível MUITO INSUFICIENTE: Texto
desadequado ao tema.

Grelha de Correcção de Testes de Avaliação Data _____ / _____ / _____
Compreender Saber Aprender Interagir Produzir Total
N.o
Subtotal Subtotal Subtotal Subtotal % Classificação Auto-avaliação
1
2
3
44
5
66
7
8
99
10
11
11
12
13
14
15
16
17
18
19
20
21
22
23
©2007
24
25
26
27
28
Competências Dificuldades diagnosticadas Aspectos a melhorar
Compreender
Saber Aprender
Interagir

Produzir
Avaliação – Análise de resultados
Gráfico de Resultados Obtidos – Teste N.o ________ Data ____ / ____ / ____
100% Comentários
–
90%
–
80%
–
70%
–
60%
–
55%
–
50%
–
45%
–
40%
–
35%
–
30%
–
25%
–
20%
–
15%
–
5%
N.o de
Caderno de Apoio ao Professor • Profile • Inglês – 8.o Ano • 978-972-47-3296-1

alunos
Níveis 1 2 3 4 5
N.o de alunos
Sucesso Insucesso
N.o Absoluto % N.o Absoluto %

CAP 8ÂºAno

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ÍNDICE

1. PLANIFICAÇÃO DO PROCESSO DE ENSINO-APRENDIZAGEM . . . . . . . . . . . . . . . . . . . . . . . . . . 10

MY CLASS PORTFOLIO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104

1. Planificação do processo de ensino-aprendizagem

2 ©2007 PROFILE – INGLÊS – 8. o ANO

3. Regulação do processo ensino-aprendizagem

©2007 PROFILE – INGLÊS – 8. o ANO 3

4 ©2007 PROFILE – INGLÊS – 8. o ANO

©2007 PROFILE – INGLÊS – 8. o ANO 5

2. What sports are done in England?

No desenvolvimento desta competência específica, saber aprender, o

aluno desenvolva estratégias de:

• Scotland is traditionally regarded as

• In the 19th century, students at Oxford and

• Organização do seu processo de aprendizagem

• Mobilização de estratégias de superação de dificuldades

• Utilização de estratégias de apropriação do sistema da língua inglesa

• Avaliação do processo de aprendizagem

• Adopção de estratégias promotoras de interacção

6 ©2007 PROFILE – INGLÊS – 8. o ANO

O Profile, no final de cada unidade, propõe a realização de um projecto Ability to Learn

efectuada é dinâmica e adequada a cada aluno. São apresentadas três pro-

decisões tomadas nos diversos patamares do fluxograma. Paralelamente, about it.

condicionam as suas escolhas, será interessante a formação heterogénea dos ______________________

grupos e a observação da dinâmica a empreender. fifty-nine | 59

Após a tomada de decisão, alunos e professor podem escrever os nomes

3. Leitura Extensiva – Betting on Friendship

©2007 PROFILE – INGLÊS – 8. o ANO 7

Neste âmbito, o My English Portfolio encontra-se, também, dividido em Files:

Separata que procura dar resposta às necessidades do aluno, em termos de funcionamento da

8 ©2007 PROFILE – INGLÊS – 8. o ANO

6. CD Áudio do aluno e CD Áudio do professor

©2007 PROFILE – INGLÊS – 8. o ANO 9

Escola ___________________________________________________ Ano Lectivo ___________

PLANIFICAÇÃO A LONGO PRAZO

Inglês Profile 8.o Ano – Nível 4

Competências específicas de comunicação

2. Identificação de informações em função de um objectivo 2. Identificação de informações em função de um objectivo

8. Estabelecimento de relações de afinidades/diferenças entre a cultura de origem e a cultura inglesa.

10 ©2007 PROFILE – INGLÊS – 8. o ANO

1. Participação em conversas sobre assuntos do quotidiano e da actualidade.

1. Resposta a inquéritos sobre a vida quotidiana.

1. Relato de episódios/acontecimentos da vida quotidiana.

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1. Participar de forma consciente na construção de uma competência plurilingue e pluricultural:

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2. Food File Compreender: – Comida e refeições – Refeições Britânicas

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Fact File: Where to buy in London

Shrove Tuesday Compreender: 2 / 7 – Tradições – Vocabulário

Leitura extensiva Compreender:

4. Media File Compreender: – Dependência da – Mass media:

Fact File: TV and radio in the UK and in the USA

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Finalidades da avaliação Instrumentos/Procedimentos

• Fazer o diagnóstico como ponto de partida. • Inquéritos de expectativas;

mento. • Trabalhos de projecto;

• Desenvolver competências de auto-avaliação. • Fichas de auto-avaliação de conhecimentos;

• Grelha de auto-avaliação de competências;

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CONTEÚDOS SITUAÇÕES DE APRENDIZAGEM

Interacção – Tipos de – Espécies 1. Warming-up: Plenário Panfletos de – Observação

PROFILE – INGLÊS – 8. o ANO

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